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Journal articles on the topic 'Teaching idioms in foreign language'

Author: Grafiati

Published: 3 June 2025

Last updated: 1 August 2025

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1

Zhang, Kaiyue. "COMPARISON OF CHINESE AND BULGARIAN IDIOMS AND STRATEGIES FOR TEACHING CHINESE IDIOMS TO BULGARIANS." Diplomatic, Economic and Cultural Relations between China and Central and Eastern European countries 8 (April 1, 2023): 91–109. http://dx.doi.org/10.62635/xkyf-gfm0.

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The idiom is the crystallization of the wisdom of a country and a nation, and it is also an important part of language. A country’s colloquial expressions can deeply reflect the country’s culture, language characteristics and national way of thinking. If Chinese language learners want to express themselves authentically, it is particularly important to strengthen the teaching of Chinese idioms. In the two languages, the expressions of idioms are distinct in language form and content. For Chinese language learners in Bulgaria, understanding and learning the differences between the two countries

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Zhou, Qi, Yanqing Yang, and Xin Qian. "Research on the Compilation of Idiom Entries in Specialized Chinese Textbooks." International Journal of Education and Humanities 9, no. 1 (2023): 84–86. http://dx.doi.org/10.54097/ijeh.v9i1.9363.

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Since the "the Belt and Road" initiative was put forward, various connections between China and the world have increased, and the value of Chinese language teaching in specialized fields has rapidly increased. As an important part of Chinese as a foreign language, the importance of Chinese idiom teaching cannot be ignored. However, at present, the academic community does not attach enough importance to the compilation of idiom entries in specialized Chinese textbooks. This article focuses on business, medicine, and art textbooks for teaching Chinese as a foreign language. It compares the inclu

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Amira.U.Khamrakulova. "INNOVATIVE TEACHING METHODS OF ENGLISH IDIOMATIC EXPRESSIONS." EURASIAN JOURNAL OF ACADEMIC RESEARCH 2, no. 4 (2022): 78–81. https://doi.org/10.5281/zenodo.6468685.

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The study explored the area of idiomatic expressions as being important linguistic units for learners of English as a Foreign Language. The study aimed at investigating the role of innovative teaching methods of idiomatic expressions in improving writing and communicative competence and whether these expressions have effective role in improving the students' performance in language. The study highlighted the important part that idiomatic expressions play in English as a foreign language. However, learners with cultural literacy and language weakness are often challenged by idioms. There ar

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Le, Thi Thuy Vinh. "Building an Idiomatic Data System Teaching Vietnamese for Foreigners." International Journal of Social Science and Human Research 07, no. 04 (2024): 2472–78. https://doi.org/10.5281/zenodo.10984174.

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Vietnamese idioms are a "special synthetic form of folk knowledge" (Cao Huy Dinh), which contains elements of language, culture, and customs imbued with national identity. For teaching Vietnamese to foreigners, teaching idioms is considered a quite difficult category, and one of the basic reasons is that teaching this vocabulary unit has not been given due attention. To help learners master and use idioms fluently in communication activities, thereby understanding Vietnamese most deeply and essentially, the report raises the issue of building an idiom corpus system to Teach Vietnamese to forei

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Lasmini, Lasmini, Laila Wati, Siti Maysuroh, and M. Adib Nazri. "Students’ Perception Towards Idiomatic Speaking Class: A Study at Foreign Language Center Students." Humanitatis : Journal of Language and Literature 11, no. 1 (2024): 41–48. https://doi.org/10.30812/humanitatis.v11i1.4364.

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Learning idioms requires appropriate teaching methods to facilitate students’ understanding, especially when teaching speaking. Therefore, the research examined how teaching idioms affected students’ speaking skills and perceptions of the learning experiences. The research was conducted at the Foreign Language Center (FLC) students in Selong, East Lombok Regency, using qualitative and quantitative methods, focusing on detailed descriptions and analysis, as well as surveys to investigate social or humanitarian issues. The results showed that 68.75% of students enjoyed learning idioms and felt t

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Akhmedova, Nodima. "THE PROBLEM OF PHRASEOLOGY AND PHRASES IN FOREIGN LANGUAGE." Journal of Academic Research and Trends in Educational Sciences 1, no. 7 (2022): 26–33. https://doi.org/10.5281/zenodo.6614141.

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Nowadays all we know is that the English language is rapidly spreading all over the world. However, all the learners of English come across some problems like using lexical competence in context. So, the present research work is carried out in a methodology of teaching English as a foreign language to provide an actual strategy and method of teaching for the efficacy of lexical competence through phraseology, phrases, and idioms. The essential focus of the article is to investigate the problem of teaching phraseology, phrases, and idioms.

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Hovhannisyan, Anahit. "The Effectiveness of Teaching Idioms in Electoral Speeches." English Literature and Language Review, no. 81 (September 3, 2022): 11–21. http://dx.doi.org/10.32861/ellr.81.11.21.

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There has been a considerable amount of interest in the study of idioms. English is a language with a vast idiomatic basis, which makes its learning very exciting and intriguing. Idioms, constitute a notoriously difficult area of foreign language learning and teaching. The sheer number of idioms and their high frequency in discourse make idioms an important aspect of vocabulary acquisition and language learning in general. Nowadays language learning is based on the need for interaction with others. This research aims to respond to a need for a proper method of teaching election idioms to High

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Zenderowska-Korpus, Grażyna. "Eine harte Nuss zu knacken«. Phraseologismen im Unterricht Deutsch als Fremdsprache." Glottodidactica. An International Journal of Applied Linguistics 36 (November 5, 2018): 83–94. http://dx.doi.org/10.14746/gl.2010.36.07.

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In the present article I paid attention to teaching idioms in German as a second language. Is the knowledge of idioms possible to master? How many idioms does a student of foreign language need? How should we teach them? How can an idiomatic optimum be achieved? The article starts with a definition of phraseology and idiomatic competence. Then it presents my experience with teaching and knowledge of idioms by students.

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Aljebreen, Saad, and Aseel Alzamil. "The Impact of Using Short Films on Learning Idioms in EFL Classes." World Journal of English Language 12, no. 7 (2022): 250. http://dx.doi.org/10.5430/wjel.v12n7p250.

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Having a good command of idioms of a foreign language is regarded as an important element in mastering that language. However, due to their opaque nature, extracting idioms’ figurative meaning appears to be a challenging endeavor for most foreign language learners. Grounded in the cognitive theory of multimedia learning, this study aimed to investigate the extent to which using short films has an impact on Saudi EFL learners’ receptive knowledge of idioms. Data were collected from 84 female undergraduate students at a university in Saudi Arabia using a pre- and post-test, a questionnaire, and

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Rafly, Muhammad, and Ivan Achmad Nurcholis. "Utilizing Songs as a Medium for Teaching English Idioms: Bridging Linguistic Competence and Cultural Understanding in Indonesian EFL Students." Indonesian Journal Of Education 2, no. 1 (2025): 17–23. https://doi.org/10.71417/ije.v2i1.219.

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This study aims to analyze the use of idioms in songs as a means to understand their contribution to meaning, mood, and theme, while exploring their emotional, cultural, and narrative dimensions. Utilizing a qualitative research approach with a literature study design, the research collects data from relevant journal articles, books, and other academic sources, focusing on English as a Foreign Language (EFL) learning among Indonesian students. The instrument used is songs containing idioms, which serve as teaching tools to enhance students' understanding of idiomatic expressions. The findings

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Križaj, Lucija. "Teaching Idioms in German as a Foreign Language Lesson." Journal for Foreign Languages 5, no. 1-2 (2014): 165. http://dx.doi.org/10.4312/vestnik.5.165-182.

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Tauhid, Aura Bunga, and Zuliati Rohmah. "Global Insights into Idiom Teaching for English Language Learners: A 20-Year Bibliometric Review." Jurnal Pendidikan Bahasa Inggris undiksha 12, no. 2 (2024): 139–49. https://doi.org/10.23887/jpbi.v12i2.85073.

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Idioms are a challenging yet essential subject in language learning, especially for English as a Foreign Language (EFL) learners. Although many studies have explored idiom teaching strategies, there has been little bibliometric analysis to track global research trends in this area. This study fills this gap by conducting a 20-year bibliometric analysis to gain a comprehensive view of the study of idioms in EFL teaching. The current study aims to analyze the number of publications produced, authors who have contributed, the number of countries producing articles, keyword trends to highlight eme

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Zulfizar, Saidova Khudoyberdievna. "SOME SPECIFIC FEATURES OF TEACHING IDIOMS IN ENGLISH LESSONS IN THE SECONDARY SCHOOL." Innovative Development in Educational Activities 2, no. 6 (2023): 207–16. https://doi.org/10.5281/zenodo.7785174.

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<em>A phrase or expression that typically conveys a figurative rather than literal meaning is known as an idiom. However, there are some phrases that retain their literal meaning but become figurative idioms. Sorted as standard language, a phrase’s non-literal significance is not the same as the exacting importance. Idioms are cultural and social phenomena that refer to communicative human behavior and reflect social mental characteristics of behavior. They suggest communication standards, rules, and conventions for this or that lingua-cultural community. It is common knowledge in lingui

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Balenovic, Katica, and Jakov Prorokovic. "Foreign language vocabulary development: media–driven learning in the informal context." Suvremena lingvistika 49, no. 96 (2023): 175–201. http://dx.doi.org/10.22210/suvlin.2023.096.01.

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This study explored the impact of informal learning on the acquisition of English idioms, operating under the assumption that idioms’ relatedness to lexicon makes the acquisition of idioms less associated with formal English as a foreign language (EFL) teaching, which tends to primarily focus on teaching grammar. The primary goal of this study was to evaluate the effects of informal learning on the acquisition of English idioms in view of everyday exposure to English through various media. The study was conducted on the students of preschool and teacher education studies (N=88; University of Z

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Hang, Nguyen Thi Bich. "Teaching conceptual metaphors in Vietnamese idioms to foreign learners through a cognitive linguistic approach." Edelweiss Applied Science and Technology 8, no. 6 (2024): 7008–21. https://doi.org/10.55214/25768484.v8i6.3516.

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This article explores the application of a cognitive linguistic approach in teaching Vietnamese idioms to foreign learners, emphasizing the role of conceptual metaphors. The study demonstrates how understanding the underlying metaphorical structures can enhance learners' comprehension, retention, and application of idioms in practical contexts. By employing various cognitive-based teaching strategies, learners develop the ability to recognize and use idioms more flexibly and accurately. After applying this approach, the findings reveal significant improvements in learners’ interest, synthesis

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Šarić, Antonija. "A Study of University Students' Idiomatic Competence." European Journal of Education 5, no. 1 (2022): 102. http://dx.doi.org/10.26417/270tsv35.

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There is no doubt that formulaic expressions such as collocations, idioms and compounds play an important role in the second language acquisition and their teaching should be an integral part of foreign language learning since they show insights into foreign language culture and promote fluency, proficiency and communicative competence. That is the reason why idioms present an integral part of the English language curriculum at the Faculty of Food Technology and students are taught idioms related to food. The aim of this paper is, therefore, to establish whether the students are familiar with

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Gutiérrez Pérez, Regina. "Teaching Conceptual Metaphors to EFL Learners in the European Space of Higher Education." European Journal of Applied Linguistics 5, no. 1 (2017): 87–114. http://dx.doi.org/10.1515/eujal-2015-0036.

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AbstractThe CEFR encourages a more effective international communication. Given that effective communication in a L2 involves the ability to use metaphors, this figure becomes of prime importance to the teaching of languages. The present study applies a methodology for teaching English metaphors and idioms following the tenets of Cognitive Linguistics (CL). It argues the importance of “metaphoric competence”, and, by a conceptual metaphor awareness method, it advocates the usefulness of teaching metaphors and idioms and its explicit inclusion in a language syllabus aimed at increasing proficie

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Yelovska, Yuliia. "Somatic idioms describing traits of character in teaching English." Філологічні студії: Науковий вісник Криворізького державного педагогічного університету 19 (May 23, 2019): 19–26. http://dx.doi.org/10.31812/filstd.v19i0.2320.

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The change of general scientific paradigm to the anthropological stream activates the interest of specialists in different areas to investigate the human-oriented problems, especially in linguistics and phraseology. Outlining previous research it should be mentioned that different aspects of somatic phraseologisms are investigated in the works of I. Denysenko, V. Hmara, G. Kozorih, Yu. Lapuhina, L. Moiseienko, N. Skorobagatko, F. Vakk and others. However these studies do not cover all the peculiarities of somatic idioms and their usage in teaching foreign languages. This article makes the atte

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M. Taher, Assist Lect Yasien. "The Effect of Teaching Idioms from Numbers in English on Iraqi Non Specialists Students’ Comprehension." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 227, no. 2 (2018): 43–62. http://dx.doi.org/10.36473/ujhss.v227i2.726.

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This research consists of two parts: the theoretical part and the practical part. The first part provides a general description of idioms and idiomatic expressions. The definition of the idiom depending on different points of view and theories, its composition and types according to different standards and criteria, and the relation between the idiom and other linguistic phenomena were given in detail. To give a simplified and complete image about idioms and to pave the way to the second part of the research, which focuses specifically on one type of idioms "idioms from numbers", all aspects r

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M. Taher, Asst Lect Yasien. "The Effect of Teaching Idioms from Numbers in English on Iraqi Non Specialists Students’ Comprehension." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 58, no. 1 (2019): 27–42. http://dx.doi.org/10.36473/ujhss.v58i1.827.

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This research consists of two parts: the theoretical part and the practical part. The first part provides a general description of idioms and idiomatic expressions. The definition of the idiom depending on different points of view and theories, its composition and types according to different standards and criteria, and the relation between the idiom and other linguistic phenomena were given in detail. To give a simplified and complete image about idioms and to pave the way to the second part of the research, which focuses specifically on one type of idioms "idioms from numbers", all aspects r

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يونلدي, يونلدي. "Idioms and translation problems." Thariqah Ilmiah: Jurnal ilmu-ilmu kependidikan dan Bahasa Arab 8, no. 1 (2020): 67–82. http://dx.doi.org/10.24952/thariqahilmiah.v8i1.2624.

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Translation is a subject studied by students at any university in Indonesia. This subject has difficulties and special problems in its teaching, and many students from male and female students do not define it in depth, but they do not feel the most important of this study in the process of teaching and learning the foreign language, especially for non-native speakers. Many of them do not understand that the unity of the end of foreign language teaching at the Islamic University means skill and art of translation. Therefore, the writer writes in this writing translation problems that mean idio

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Vula, Elsa, and Nazli Tyfekçi. "Navigating Non-Literal Language: The Complexities of Translating Idioms Across Cultural Boundaries." Academic Journal of Interdisciplinary Studies 13, no. 2 (2024): 284. http://dx.doi.org/10.36941/ajis-2024-0049.

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This research delves into the intricacies of translating idioms, focusing on the transition from English to Albanian. Idioms, deeply rooted in cultural and historical contexts, present significant challenges for translators because of their non-literal meanings and cultural specificity. The study reviews existing literature on idiom translation, highlighting the difficulties translators face and the strategies they use to maintain the authenticity of the source material. The paper identifies essential translation strategies such as paraphrasing, omission, and finding linguistic equivalents cru

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Soto-Jurado, Jacqueline, and Edgar Emmanuell Garcia-Ponce. "If you Say that Idioms Should be Learned, then Why don’t you Teach them? A Case Study of In-service EFL Teachers." Mextesol Journal 45, no. 4 (2021): 1–10. http://dx.doi.org/10.61871/mj.v45n4-2.

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Recent communicative teaching approaches view learning English as a Foreign Language (EFL) as involving more than knowledge of grammar structures. Students are expected to develop communicative skills which allow them to interact inside and outside the language classroom. To this end, learning idioms plays a significant role because these expressions improve students’ proficiency, fluency and native-like performance (Boers et al., 2006). However, even though they are beneficial for students’ language skills, some teachers may decide to avoid teaching these expressions in the classroom. Motivat

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Basal, Ahmet, Talat Aytan, and Ibrahim Demir. "Teaching Vocabulary with Graphic Novels." English Language Teaching 9, no. 9 (2016): 95. http://dx.doi.org/10.5539/elt.v9n9p95.

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<p>Mastery of idiomatic expressions by foreign language learners is often equated with the fluency of native speakers of that language. However, learning these idiomatic expressions is one of the significant problems experienced by learners. The present quasi-experimental study conducted over four weeks in the ELT department of a Turkish university aims to investigate the effectiveness of teaching idioms via graphic novels compared to teaching them via traditional activities. The most frequent and useful forty figurative idioms from the Michigan Academic English Spoken Corpus (MICASE) we

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Mishurova, O. I. "The Role of the Legal Idioms in the Teaching of English to Law Students." Courier of Kutafin Moscow State Law University (MSAL)), no. 10 (January 18, 2022): 131–39. http://dx.doi.org/10.17803/2311-5998.2021.86.10.131-139.

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The article deals with the most common English legal idioms, gives their lexical meaning and peculiarities of usage. The author also shows the history of origin of some legal English Idioms, that constitute a significant part of professional vocabulary, demonstrating the rich, original and unique nature of language, so one of the aims of the article is to prove that knowledge of idioms contributes significantly to the vocabulary of law students, thereby facilitating the formation of their secondary linguistic personality. The author points out that the knowledge of English idioms helps student

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Wu, Wen-Chi Vivian, I.-Ting Doris Lin, Michael W. Marek, and Fang-Chuan Ou Yang. "Analysis of English Idiomatic Learning Behaviors of an Audio-Visual Mobile Application." SAGE Open 11, no. 2 (2021): 215824402110168. http://dx.doi.org/10.1177/21582440211016899.

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Employment of idioms is essential to reach higher English expressive levels, especially for English as Foreign Language (EFL) learners. However, English idioms are challenging for both instructors and learners because the complex content of idioms depends on understanding their cultural context. Most mobile language applications are for vocabulary acquisition. Therefore, the purpose of this study was to develop an animation/video-based application, “My English Idiom Learning Assistant” (MEILA), to explore the different idiom learning behaviors, as well as the relationships of their learning be

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Shmakova, Aleksandra Pavlovna, and Elena Nikolayevna Belaya. "Linguoculturological analysis of English and Russian idioms with ornithonyms." SHS Web of Conferences 127 (2021): 02017. http://dx.doi.org/10.1051/shsconf/202112702017.

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In the modern conditions of globalization, there are new requirements for university graduates. They should not only know a foreign language, but also a well-formed intercultural competence. The authors distinguish cultural interpretation as one of the ways of forming intercultural competence. Cultural interpretation helps to identify the national and cultural specifics of idioms, in which there is information about the world of a particular country, its lifestyle, and traditions. The internal form of idioms contains a set of cultured ideas about the world picture of a particular society. The

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Danilina, Svetlana. "Idioms in academic writing: A Ukrainian university case." Revista Amazonia Investiga 14, no. 85 (2025): 35–44. https://doi.org/10.34069/ai/2025.85.01.3.

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This study investigates the use of idiomatic expressions in academic writing by Ukrainian university students learning English as a foreign language. The research analyzes the frequency of idiom use in essays written by two groups of students: one group explicitly taught academic English idioms and a control group. Findings reveal that Ukrainian students employ idiomatic expressions more frequently than native English speakers, as evidenced by comparisons with the British Academic Spoken English (BASE) corpus and the Michigan Corpus of Academic Spoken English (MICASE). Notably, even the contro

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Sabirbaeva, Z., A. Sabirova, K. Akbar-kyzy, and Sh Mukhitdin-kyzy. "Modern Methods of Comparative Study of Russian and English Idioms When Teaching English at a Higher Level." Bulletin of Science and Practice 10, no. 3 (2024): 608–11. http://dx.doi.org/10.33619/2414-2948/100/81.

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A good knowledge of a language, including English, is impossible without knowledge of its phraseology! Language, as a social phenomenon, is closely connected with the realities and traditions of the people-carrier. The article reveals the approaches to the definition of idioms, substantiates the importance and relevance of introducing idioms in the process of teaching English. It is proved that phraseology is not only a cultural and informative source, but also contains the richest linguistic material, allowing to study various aspects of phonetics, vocabulary and grammar of a foreign language

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Lipko, Yulia, and Irina Antip’eva. "Teaching English Idioms Through Distance Learning Technologies." Bulletin of Baikal State University 32, no. 3 (2022): 602–9. http://dx.doi.org/10.17150/2500-2759.2022.32(3).602-609.

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The research is done within the framework of an intercultural approach to teaching English as a foreign language. The article emphasizes the need for teaching idioms to develop intercultural communicative competence. The relevance of the study is determined by the increasing role of blended learning in the modern educational process. The purpose of the study is to consider some online resources from the point of view of their use in teaching English idioms. The descriptive method and the method of comparative analysis were used in the study. The research substantiates the disadvantages of the

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Eremina, Svetlana G., та Dmitry V. Balaganov. "Свойства идиомы c точки зрения психо- и нейролингвистики". Vestnik of Northern (Arctic) Federal University. Series Humanitarian and Social Sciences, № 3 (20 вересня 2024): 74–87. http://dx.doi.org/10.37482/2687-1505-v363.

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This article analyses idiom characteristics within the framework of the psycholinguistic paradigm and neurolinguistic experiments. The purpose was to describe and systematize the main properties of idioms relevant for the processing of such expressions by the brain, in particular perception, comprehension and production. Features suggested by both Russian and foreign researchers are considered. In addition, the problematic issue of terminology is addressed, as the terms often differ significantly between Russian- and English-language works. Due to the fact that Russian psycholinguists have pai

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Исакова, Е. М., and Н. Ф. Крюкова. "MODERN METHODS OF VISUALIZATION OF ENGLISH IDIOMS." Вестник Тверского государственного университета. Серия: Филология, no. 2(77) (June 5, 2023): 112–18. http://dx.doi.org/10.26456/vtfilol/2023.2.112.

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Проводится обзор существующих методов визуализации идиоматических изображений в современных популярных пособиях по идиоматике английского языка. Большинство пособий включают визуальный компонент, однако сопровождающие идиомы иллюстрации передают дословное содержание идиомы. Разрабатываемый авторами метод визуализации идиоматического выражения предоставляет возможности более эффективного использования средств визуализации в процессе изучения иностранного языка. In this article, we review the existing methods for visualizing idiomatic images in modern popular textbooks on idiomatic English. Most

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Mammadova, M., T. Axundova, and A. Huseynova. "THE WAYS OF TEACHING VOCABULARY TO THE CADETS IN THE MILITARY INSTITUTE." Sciences of Europe, no. 109 (January 23, 2023): 35–38. https://doi.org/10.5281/zenodo.7560340.

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This article focuses in teaching vocabulary to the cadets of Military institute. The article is meant to help classroom teachers find their way more easily in the teaching vocabulary. At the same time the article provides a survey and research relating to the learning and teaching of English as a foreign language which will be valuable source of reference for teachers of foreign languages. Here were given four approaches to teaching vocabulary in order to learn a little vocabulary and using vocabulary to teach how to learn vocabulary.

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王, 伟. "Brief Analysis of Teaching Ways of Chinese Idioms in Teaching Chinese as a Foreign Language." Modern Linguistics 04, no. 01 (2016): 1–7. http://dx.doi.org/10.12677/ml.2016.41001.

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Karakaya, Nergiz. "EVALUATION AND TEACHING WRITING IN TURKISH LANGUAGE CLASSES AS A SECOND LANGUAGE." Vestnik Bishkek state university af. K. Karasaev 2, no. 61 (2022): 20–23. http://dx.doi.org/10.35254/bhu/2022.61.20.

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Writing education has an important place in the language learning and teaching process. It is an issue that needs attention in terms of determining the deficiencies of foreign students in language education in a concrete way and giving them correct feedback. Writing is a productive skill that depends on telling. For this reason, writing in a foreign language shows both a process and the product that emerges at the end of this process. Writing skill helps students learn words, grammatical structures, idioms, proverbs, etc. Among the four basic skills, it is the writing skill that students have

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Bui, Thi Kim Loan. "AN INVESTIGATION INTO SYNTACTIC AND SEMANTIC FEATURES OF ENGLISH IDIOMS." VNU Journal of Foreign Studies 39, no. 4 (2022): 39–58. http://dx.doi.org/10.63023/2525-2445/jfs.ulis.5065.

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The purpose of this study is to investigate syntactic and semantic features of English idioms. The data of this study were 6,500 English idioms collected from Oxford Advanced Learner’s Dictionary, the eighth edition (OALD8) and described quantitatively and qualitatively. The data were analyzed and presented with statistics, percentages, and content analysis. The findings demonstrated syntactic and semantic features of English idioms. Syntactically, English idioms were categorized into nominal, verbal, adjectival, adverbial, prepositional, conjunctional and interjectional idioms. Semantically,

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Andreou, Georgia, and Ioannis Galantomos. "Proposition for teaching metaphors and idioms of Modern Greek as a foreign language." Investigationes Linguisticae 13 (June 15, 2006): 1. http://dx.doi.org/10.14746/il.2006.13.1.

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Marpaung, Tiara Septinia, Rotua Elfrida Pangaribuan, and Donna Ria Pasaribu. "Harmonizing Linguistics with Melody: An Analysis of Lexemic Idioms in Taylor Swift's 'Evermore' and Their Pedagogical Implications for EFL." ELT Worldwide: Journal of English Language Teaching 10, no. 2 (2023): 393. http://dx.doi.org/10.26858/eltww.v10i2.53617.

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Lexemic idioms refer to phrases or expressions that possess a distinct meaning that surpasses the literal interpretation of their constituent words. This study examines the lexemic idioms present in the lyrics of songs from Taylor Swift's Evermore album. This study employs a qualitative descriptive methodology, drawing on Makkai's (1972: 135-178) theoretical framework, which categorizes idioms into two distinct types: lexemic and sememic idioms. The concept of lexemic idiom can be classified into six distinct types. The topic of discussion pertains to phrasal verbs and idiomatic expressions. I

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Syunina, Anastasia S., Iskander E. Yarmakeev, Tatiana S. Pimenova, and Albina R. Abdrafikova. "Killing more than two birds with one stone: Teaching topical vocabulary through idioms." Cypriot Journal of Educational Sciences 13, no. 4 (2018): 604–12. http://dx.doi.org/10.18844/cjes.v13i4.3895.

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The aim of this study is to monitor, analyse and assess the effectiveness of using idioms in mastering students’ vocabulary knowledge and improving speech in EFL class. The leading research method was a three-stage experiment. To successfully conduct the experiment, there were compiled a list of an active vocabulary and a list of English idioms that contain this vocabulary. All these were to meet the syllabus topics. A total of 62 school students were observed in this experiment. The obtained results were positive, indicating the fact that teaching vocabulary in idiomatic expressions turned ou

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Choe, Yong-Gi, and Yong-Gum Pak. "Study on Korean Translation of Russian Idioms Related to Human Names." Vestnik of Saint Petersburg University. Asian and African Studies 14, no. 1 (2022): 96–112. http://dx.doi.org/10.21638/spbu13.2022.107.

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This paper analyzes Russian idioms related to human names culturally and linguistically according to their origins and describes some methods for translating them into Korean. In any national language, idiom is one of linguistic means that enriches the vocabulary and is actively utilizedwith high expressiveness, brevity, and vividness in people’s everyday life. Such idioms often have unique national and cultural qualities because they have been created from the cultural background peculiar to the nation. Thus in teaching and learning foreign languages, it is important to have a correct underst

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Irgaliyeva, G., and R. Bantel. "UNIVERSITY ENGLISH COMMUNICATIVE LANGUAGE TEACHING: A KAZAKHSTANI AND AMERICAN CO-TEACHING EXPERIENCE." BULLETIN Series of Pedagogical Sciences 65, no. 1 (2020): 120–25. http://dx.doi.org/10.51889/2020-1.1728-5496.21.

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The co-teaching experience of Kazakhstani and American university English as a Foreign Language Instructors is described. The instructors taught intermediate level integrated English at Zhangir Khan West Kazakhstan Agrarian-Technical University in Uralsk, Kazakhstan using communicative language methodology. The two teachers were able to tap into each other’s expertise. The students benefited by having two instructional professionals who could bring different perspectives and backgrounds to the classroom. Since Ms. Irgaliyeva was closer in age to the students and more in touch with their partic

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Rana H. Al-Bahrani, Asst Prof Dr. "A Review Paper on the Studies Published on Idioms in the Iraqi Academic Scientific Journals." مجلة واسط للعلوم الانسانية 21, no. 2 (2025): 1050–996. https://doi.org/10.31185/wjfh.vol21.iss2.936.

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The present work is a review paper of a total of (47) studies on idioms published in the Iraqi Academic Scientific Journals by different Iraqi researchers after discarding the irrelevant and repeated ones. The study has first reviewed chronologically the definitions of idioms as stated by various scholars, covering the periods from 2024 downwards to 1925. Second, the study investigated the various types of the statements of problem covered, and grouped them into three major areas: The role of culture in translating idioms, the role of context in translating and teaching idioms, and the role of

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Ozbal, Bayram. "A book written in the 19th century to teach Turkish to German speakers: Praktisches Handbuch der osmanisch-tuerkischen Sprache." Cypriot Journal of Educational Sciences 15, no. 1 (2020): 85–94. http://dx.doi.org/10.18844/cjes.v15i1.4584.

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This study aims to analyse the book Praktisches Handbuch der osmanisch-tuerkischen Sprache written by Adolf Wahrmund to teach Turkish to German speakers in terms of teaching Turkish as a foreign language. The first edition of the work was published in Giessen, Germany in 1869 by J. Ricker’sche Buchhandlung publishing house. The themes were created by analysing the data obtained from the study through content analysis. The work was examined under the theme headings, such as target audience, phonetics, grammar teaching, reading passages, speaking teaching, vocabulary teaching, exercises and cult

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Suhodolli, Mirsad, and Alma Lama. "Teaching English Idioms: A Focus on Cultural Adaptation and Contextual Learning in Kosovo - Case Study: Public International Business College in Mitrovica, Kosovo." Journal of Educational and Social Research 14, no. 6 (2024): 585. http://dx.doi.org/10.36941/jesr-2024-0195.

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This study investigates effective strategies for teaching idioms to English as a Foreign Language (EFL) students, emphasizing the complexity of idiomatic expressions, which often convey figurative meanings different from their literal interpretations. Idioms are pervasive in mass media, textbooks, and everyday communication, presenting a significant challenge for learners. Our research explores multiple strategies to enhance idiomatic competence, including the incorporation of English idioms into contextual stories, the use of visual aids, and engaging activities such as group discussions and

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Calderón, Patricio, and Carlos Humberto Chancay Cedeño. "The use of pictorial devices to improve english idioms elucidation among efl seventh-grade students." UNESUM - Ciencias. Revista Científica Multidisciplinaria 7, no. 3 (2023): 50–59. http://dx.doi.org/10.47230/unesum-ciencias.v7.n3.2023.50-59.

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Idioms are considered one of the most complex aspects students of English as a Foreign Language must face on their road to mastering it, and although the literature about the pedagogical principles to teach idioms is not abundant, known studies made about the didactical aspects of idioms teaching, point in the direction of using imagery or visual aids as a successful way to help students to interpret them. Throughout the quantitative method, this paper collects the results of a study made with A1-A2 level seventh-grade students that shows how helpful in an EFL classroom the use of imagery in t

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Xia, Jingfang, Yao Ge, Zijun Shen, and Dr Mudasir Rahman Najar. "The Auxiliary Role of Artificial Intelligence Applications in Mitigating the Linguistic, Psychological, and Educational Challenges of Teaching and Learning Chinese Language by non-Chinese Students." International Review of Research in Open and Distributed Learning 25, no. 3 (2024): 116–33. http://dx.doi.org/10.19173/irrodl.v25i3.7680.

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Learners might have several challenges while attempting to learn a second/foreign language. Learners of Chinese face linguistic, psychological, and educational challenges. The integration of technology, especially artificial intelligence (AI), into teaching foreign languages is a blessing for teachers and learners. This study delved into the auxiliary role of AI-powered applications in mitigating the linguistic, psychological, and educational challenges which non-Chinese learners face while learning Chinese/Mandarin language. Qualitative research was employed, and 20 teachers of Chinese langua

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Bouherar, Salim. "Idiom Understanding and Teaching: Do We Need to Assume a Target Culture?" Theory and Practice in Language Studies 7, no. 11 (2017): 943. http://dx.doi.org/10.17507/tpls.0711.01.

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This paper argues that learning idioms can be more effective when assuming first language cultural contexts because easier access to relevant contextual assumptions from first language context reduces processing loads and makes learning easier. This is also consistent with Winkler’s (2012) view that learning can have better results when it takes place in an environment that corresponds to learners’ needs. This paper reports on results from a pilot study with participants in the UK and Algeria who are teachers and learners of English as a second and foreign language. Semi-structured interviews

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Alwan, Asma Bade’. "The Effect of Using Idiomatic Expression and Conceptual Metaphor on EFL University Students Achievement." JOURNAL OF LANGUAGE STUDIES 6, no. 3, 1 (2023): 52–64. http://dx.doi.org/10.25130/jls.6.3.1.4.

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The Conceptual Metaphor (CM) is a relationship between source and target domains that maps into the exact meaning. (CM) improves EFL learners' performance and achievement in learning English and increases their ability to understand the words, idioms, and phrases in a foreign language. As a result, metaphors play a greater role in the learning and teaching of idiomatic expressions. Although, the meaning of idioms is not entirely predictable; there is some systematic logical reasoning for their meaning, as the great majority of idioms are predicated on conceptual analogies and metonyms. However

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Güven, Ahmet Zeki, and Sercan Halat. "Idioms and Proverbs in Teaching Turkish as a Foreign Language; “Istanbul, Turkish Teaching Books for Foreigners” Sample." Procedia - Social and Behavioral Sciences 191 (June 2015): 1240–46. http://dx.doi.org/10.1016/j.sbspro.2015.04.536.

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Ма, Ц. "Th e Role of Idioms in the Formation of Socio-Cultural Competence of Youth Students and Readiness for Interpersonal Interaction in Conditions of..." Vestnik of Russian New University. Series "Man in the modern world", no. 1 (February 28, 2023): 89–96. http://dx.doi.org/10.18137/rnu.v925x.23.01.p.089.

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Исследуется роль фразеологизмов и идиом в формировании готовности китайских студентов вступать в межличностное взаимодействие с носителями русского языка на этапе обучения. Выявляется образовательный потенциал идиом разных групп и категорий в изучении китайскими студентами русского языка как иностранного. Приведены примеры комплексных заданий, предполагающих освоение идиом и фразеологизмов, направленных на формирование коммуникативной компетенции и готовности вступать в диалог, которые могут быть использованы при преподавании русского языка. The article is devoted to the study of the role of p

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