Using Context Clues in Sentences by Cambridge IGCSE Students to Understand the Nonliteral Meanings of Words

Main Article Content

Dr. Samir Al Jumaily

Abstract

Purpose: The main objective of the study is to help Cambridge IGCSE students to develop their acquisition abilities as well as linguistic knowledge of figurative language to figure out the context-dependent meaning.


Approach/Methodology/Design: This is a type of qualitative study on how Cambridge IGCSE students can develop their analytical thinking skills to understand figurative language through using context clues theory in order to figure out the meanings of idioms and expressions used by authors.


Findings: A lot of progress in the use of figurative language was noticed. At the end of the course, students’ megacognitive skills highly improved and turned the students optimistic, after being frustrated at the beginning, to achieve the IGCSE Exams confidently. The study points out the necessity of teaching this type of language since students may encounter it in the Cambridge IGCSE Exams. It also focuses remarkably on the difference between literal and nonliteral language, and since these two are related to semantics and pragmatics, the scope of the study extended to cover the difference between the two.


Practical Implications: Through TBD, periodicals help college students develop their listening and writing skills, raise awareness on problematic language areas, and avoid biases in analyzing texts.


Originality/value: Through designing some sample lessons, the study tries to assist teachers to get immensely engaged in teaching different aspects of figurative language and how to approach teaching it.

Article Details

How to Cite
Al Jumaily, D. S. . (2021). Using Context Clues in Sentences by Cambridge IGCSE Students to Understand the Nonliteral Meanings of Words. Middle Eastern Journal of Research in Education and Social Sciences, 2(1), 1-15. https://doi.org/10.47631/mejress.v2i1.208
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