This study aims to reveal the situation about proverb instruction in EFL classrooms by seeking future English teachers’ opinions. It is based on the argument that proverbs are an important part of cultural references, figurative, functional and formulaic language; thereby, they lend themselves well to enhancing communicative competence. This study investigates what EFL student-teachers think and feel about English proverb instruction, how they conceptualize proverbs, how they define their knowledge and use of English proverbs, and what they think about the extent to which their English teachers and coursebooks at high school taught English proverbs. In doing so, a questionnaire was designed and administered to freshman EFL student-teachers and semi-structured interviews were conducted with volunteers. The findings revealed that despite those student-teachers’ positive attitudes towards proverb instruction, they did not view their knowledge of English proverbs as well as the teaching of proverbs by their English teachers and coursebooks at high school sufficient enough. Furthermore, traditional definitions were reflected in the participants’ conceptualization of proverbs. The study has important implications for curriculum and syllabus design in which knowledge of phraseology in general and proverbs in particular should be incorporated as an important component of learners’ language competence.

中文翻译：

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学到的谚语是赢得的谚语：EFL课堂中的谚语教学

本研究旨在通过寻求未来英语老师的意见来揭示英语课堂中谚语教学的情况。它基于这样的论点，即谚语是文化参照物，比喻性，功能性和公式化语言的重要组成部分。因此，他们很好地增强了沟通能力。这项研究调查了EFL的学生老师对英语谚语教学的看法和感受，他们如何对谚语进行概念化，如何定义他们的知识和对英语谚语的使用以及他们对高中英语老师和课程书的教学程度的看法英语谚语。为此，设计了一份调查问卷并将其分发给EFL新生的学生老师，并与志愿者进行了半结构化访谈。调查结果表明，尽管那些学生老师对谚语教学持积极态度，但他们对英语谚语的了解以及中学英语教师和课程手册对谚语的教学还不够。此外，传统定义反映在参与者对谚语的概念化中。该研究对课程和教学大纲设计具有重要意义，在该课程和教学大纲设计中，应将一般的措词知识，尤其是谚语作为学习者语言能力的重要组成部分。参与者对谚语的概念化反映了传统的定义。这项研究对课程和教学大纲设计具有重要意义，在课程设计和教学大纲设计中，应将一般的措词知识，尤其是谚语作为学习者语言能力的重要组成部分。参与者对谚语的概念化反映了传统的定义。该研究对课程和教学大纲设计具有重要意义，在该课程和教学大纲设计中，应将一般的措词知识，尤其是谚语作为学习者语言能力的重要组成部分。