SpeechPathology.comPhone: 800-242-5183

New master brand. Same great company. Introducing continued! Read Our Story

The Stepping Stones Group - May 2017

Break a Leg: Idiom Use and Comprehension

Break a Leg: Idiom Use and Comprehension
Cecile Cyrul Spector, Ph.D.
June 27, 2012
Share:

 Communication Access Real‑time Translation (CART) is provided in order to facilitate communication accessibility and may not be a totally verbatim record of the proceedings.  Consumer should check with the moderator for any clarification of material.

This text-based course is a transcript of the seminar, Break a Leg: Idiom Use and Comprehension” presented by Cecil Cyrul Spector.

>> Amy: Good afternoon, everybody, or good morning, depending where you are.  I would like to welcome you to today's expert seminar titled “Break a Leg: Idiom Use and Comprehension” by Cecile Cyrul Spector.  Cecile has worked as a speech‑language pathologist for 35 years and received B.A. and Master's degree from Brooklyn College and her Ph.D. from New York University.  Cecile has worked in a variety of settings including public schools, private practice and several universities.  She was director of the Speech and Language Department of Long Island University on the Orangeburg Campus.  She has made numerous research presentations and given workshops focusing on various aspects of humor, ambiguity, figurative language and inferencing, and phonological awareness.  She has written several books and journal articles on this subject matter as well.  Welcome, Cecile, thank you for joining us today.  (applause)

>> Cecile: Thank you so much, Amy, for the lovely introduction, and I'm delighted to be here with everybody.  If you want to learn all about idioms, their use and comprehension, then you are in the right place. 

Groups of Words that Have a Figurative Sense

There are several groups of words that have a figurative sense.  The first obviously is idioms, and an example would be “on the spur of the moment.”  Other groups of words that have a figurative sense would be metaphors, similes and proverbs.  We are going to be spending time talking about proverbs; quite an interesting area.

Idioms

What is an idiom?   Well, it is a set phrase of two or more words that means something different from the literal meaning of the individual words. 

Metaphors and Similes

When I hear the word metaphor, I think of an old joke I use when I was discussing humor:

What is a metaphor?

A place where cows go to eat grass. 

Okay.  That is a very silly joke.  [Laughter] Let's get back on track here. 

A metaphor is a word or a phrase used in place of another to suggest a likeness between two different things or ideas.  It does not contain the words “like” or “as.”  For example, “Her voice was cotton candy.” 

There are similes, which are very much like metaphors but are a comparison of two different things or ideas that usually contain the words “like” or “as.” 

Now, in spontaneous conversations, idioms are used quite frequently, proverbs are used occasionally, but similes and metaphors are used only rarely.  You know, we have idioms that are so commonplace that we do not even realize that they are idioms; for example, “coffee break” or “lady's room” or “penny pincher.” 

Proverbs

Proverbs are a type of idiomatic expression and are used to teach a moral or give advice; for example, “look before you leap” or “don't put all of your eggs in one basket.”  We all know other proverbs, such as “a stitch in time saves nine,” “birds of a feather flock together,” “actions speak louder than words,” and so on.  Let's continue here. 

This page The rest of this article is not available, because you are not logged in to your SpeechPathology.com account.

Join Now to get the whole article and handouts.
This page The rest of this article is not available, because you are not logged in to your SpeechPathology.com account.

Join Now to get the whole article and handouts.
This page The rest of this article is not available, because you are not logged in to your SpeechPathology.com account.

Join Now to get the whole article and handouts.
This page The rest of this article is not available, because you are not logged in to your SpeechPathology.com account.

Join Now to get the whole article and handouts.
This page The rest of this article is not available, because you are not logged in to your SpeechPathology.com account.

Join Now to get the whole article and handouts.
This page The rest of this article is not available, because you are not logged in to your SpeechPathology.com account.

Join Now to get the whole article and handouts.
This page The rest of this article is not available, because you are not logged in to your SpeechPathology.com account.

Join Now to get the whole article and handouts.
This page The rest of this article is not available, because you are not logged in to your SpeechPathology.com account.

Join Now to get the whole article and handouts.

cecile cyrul spector

Cecile Cyrul Spector, Ph.D.

Cecile Cyrul Spector earned her B.A. and M.A. degrees at the City University of New York, Brooklyn, and her Ph.D. at New York University. For more than 35 years, Dr. Spector has been involved in many aspects of speech-language pathology. She started her career by providing clinical services in public schools, private practice, and at the Hofstra University clinic. She has taught many courses as an adjunct professor at Montclair State University and New York University. She was on the faculty of Long Island UniversityOrangeburg Campuswhere for 10 years she taught a wide range of courses and was the director of the speech-language department. Dr. Spector is past president of the Speech-Language-Hearing Association of Rockland County. She has acted as a reviewer for numerous journal articles and textbooks. Most of her journal articles, workshops, and books (Saying One Thing, Meaning Another; Sound Effects; As Far As Words Go; and Between the Lines) have focused on various aspects of humor, ambiguity, figurative language, phonological awareness, and inferencing. The intervention activities Dr. Spector develops are geared for individuals from eight years through adulthood.



Related Courses

Newborn Photographer Wins First Prize! An Exploration of Ambiguous Language
Presented by Cecile Cyrul Spector, PhD
Text

Presenter

Cecile Cyrul Spector, PhD
Course: #7257 1 Hour
  'Great examples!!'   Read Reviews
The English language is replete with words, phrases, and sentences that are ambiguous; they can be taken in two or more possible senses. This article explores the numerous ways ambiguity can create problems in our lives. Some of the causes of ambiguity are discussed, and general and specific suggestions are made for figuring out multiple-meaning utterances.
AAC Intervention Strategies for Linguistic Competency
Presented by Trina Becker, MS, CCC-SLP
Video

Presenter

Trina Becker, MS, CCC-SLP
Course: #6212 1 Hour
  'Great video examples'   Read Reviews
It is often difficult to teach children who use augmentative and alternative communication (AAC) skills beyond requesting and protesting. This course will focus on language intervention strategies that can be used to increase a variety of communication behaviors, including competence with semantics/vocabulary and syntax/morphology, in children who use AAC.
Unpacking the Common Core Standards with Bloom’s Taxonomy and Socratic Questioning: Opportunities for Collaboration between Teachers and SLPs
Presented by Lara L. Wakefield, PhD, CCC-SLP, Kelly Ott, M.Ed, MHS, CCC-SLP
Video

Presenters

Lara L. Wakefield, PhD, CCC-SLPKelly Ott, M.Ed, MHS, CCC-SLP
Course: #6272 1 Hour
  'Organized in a way that increased my understanding'   Read Reviews
The advent of the Common Core Standards (CCS) presents a golden opportunity for SLPs to engage in guided collaboration with teachers. The SLP’s role in unpacking the CCS through chunking, pacing, and sequencing is described. Two tools for collaboration that assist the SLP within the framework of CCS are presented: Socratic questioning and Bloom’s Wheel. These methods encourage SLPs and Teachers to gear their educational planning towards higher order thinking skills, which is one of the main goals of CCS.
Theory of Mind Therapy to Boost Social Skills and Comprehension of Literature
Presented by Carol Krakower, MA, CCC-SLP
Video

Presenter

Carol Krakower, MA, CCC-SLP
Course: #6293 1 Hour
  'I enjoyed the content'   Read Reviews
Theory of Mind has been thought to be a core deficit in children with autism. A child who is impaired in the ability to understand what another can perceive, what another can know and what another can believe will find it difficult to navigate social situations and understand basic stories and conversations. Theory of Mind can be taught on a developmental basis. Not only will this make a great difference to your student, it is fun! In this course, you will learn what Theory of Mind is and creative ways to teach it through stories and games.
AAC Intervention Strategies for Social Competency
Presented by Trina Becker, MS, CCC-SLP
Video

Presenter

Trina Becker, MS, CCC-SLP
Course: #6438 1 Hour
  'Great real life videos'   Read Reviews
Social skills for AAC users are important for establishing connections with others, developing friendships and functioning in the community. Strategies for developing social competency skills with AAC users will be shared.