TEACHING IDIOMATIC EXPRESSIONS TO LEARNERS OF ENGLISH AS A FOREIGN LANGUAGE

Abstract

The present study underscores the pedagogical significance of teaching idiomatic expressions in English as a Foreign Language (EFL) classroom—an aspect frequently overlooked or undervalued in language instruction. Some educators perceive idioms as excessively challenging for novice learners, while others fail to extend the idiomatic repertoire of intermediate and advanced students in pedagogically meaningful ways. Consequently, this article seeks to encourage English language teachers to integrate idiomatic expressions systematically into their instructional practice by selecting items that correspond to learners’ proficiency levels and communicative needs. The paper further aims to elucidate the concept of the idiom by examining diverse taxonomies and exploring how these classifications can inform the development of effective teaching strategies in the EFL context. Mastery of idiomatic language not only facilitates greater fluency and more nativelike expression but also enhances learners’ understanding of the sociocultural and pragmatic dimensions of English. Furthermore, engagement with idiomatic expressions promotes linguistic awareness and cognitive flexibility, prompting learners to reflect critically on their own language use. Although the acquisition of idioms presents notable challenges, their pedagogical value remains undeniable, as idioms are often regarded as the “soul of the language,” enriching communication with cultural depth, expressiveness, and stylistic sophistication.