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TEACHING IDIOMS TO INTERMEDIATE LEVEL LEARNERS: PROBLEMS AND
SOLUTIONS
Khadjieva D.T, Associate Professor, PhD.in Philology,
Karakalpak State University, UZBEKISTAN
Kokanova N.J, BA student, Karakalpak State University, UZBEKISTAN
Abstract: Idioms are an integral part of language, providing depth and nuance to
communication. However, for intermediate level learners whose mother tongue is not English,
understanding and utilizing idiomatic expressions can pose significant challenges. This article
examines the common problems encountered in teaching idioms to this demographic and proposes
effective solutions, supported by illustrative examples.
Keywords: Idioms, Language teaching, Intermediate learners, Second language acquisition,
Cultural context, Digital learning, Gamification, Corpus linguistics, Natural language processing,
Multimodal resources
Language learners often encounter difficulties in grasping idiomatic expressions due to their
figurative nature and cultural specificity. This challenge is amplified for intermediate level
learners, particularly those whose native language differs significantly from English.
Understanding the problems faced by these learners is crucial for devising effective teaching
strategies.
Problems Encountered:
1) Literal Interpretation: Intermediate learners may struggle to interpret idioms literally,
leading to confusion and miscommunication. For example, the idiom "raining cats and dogs" could
be perplexing if taken at face value.
2) Cultural Context: Idioms are deeply rooted in cultural contexts, making them challenging
for learners from diverse linguistic backgrounds to comprehend. For instance, the expression "kick
the bucket" may not make sense without knowledge of its cultural origins.
3) Lack of Exposure: Intermediate learners may not have sufficient exposure to idiomatic
expressions in authentic contexts, hindering their ability to recognize and use them appropriately.
4) Limited Resources: Textbooks and teaching materials often provide limited coverage of
idioms, leaving learners without adequate resources for learning and practice. [1.109]
Solutions:
1) Contextualization: Providing learners with ample context surrounding idiomatic
expressions helps elucidate their meanings and usage. Teachers can use real-life situations, stories,
or multimedia resources to contextualize idioms effectively.
2) Cultural Awareness: Incorporating cultural explanations alongside idioms enhances
learners' understanding and appreciation of these expressions. Exploring the origins and cultural
significance of idioms fosters cultural competence and language proficiency.
3) Explicit Instruction: Offering explicit instruction on the figurative meanings of idioms
and their equivalents in learners' native languages facilitates comprehension and retention.
Teachers can employ mnemonic devices or visual aids to reinforce understanding.
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4) Exposure and Practice: Exposing learners to a variety of idiomatic expressions through
authentic materials, such as videos, songs, and literature, promotes familiarity and fluency.
Encouraging regular practice through activities like role-plays and discussions reinforces idiomatic
usage.
Examples:
1) Contextualization: "It's raining cats and dogs outside, so we should bring an umbrella."
(Context: A person observing heavy rainfall)
2) Cultural Awareness: "When someone says 'kick the bucket,' they mean that the person
has died, similar to our expression 'bite the dust' in some cultures." [2.15]
3) Explicit Instruction: "To 'let the cat out of the bag' means to reveal a secret. In our
language, we might say 'spill the beans' to convey the same idea."
4) Exposure and Practice: Engage learners in a dialogue where they use idiomatic
expressions naturally, such as "Can you think of a time when you 'hit the nail on the head'?" or
"Have you ever 'missed the boat' on an opportunity?"
Teaching idioms to intermediate level learners whose mother tongue is not English presents
challenges stemming from literal interpretation, cultural differences, limited exposure, and
resources. However, by employing contextualization, cultural awareness, explicit instruction, and
providing ample exposure and practice opportunities, educators can effectively enhance learners'
proficiency in understanding and using idiomatic expressions. Integrating these strategies fosters
linguistic competence and cultural sensitivity among learners, empowering them to communicate
more effectively in English.
Future Directions in Teaching Idioms: As language teaching methodologies evolve and
technology advances, several potential future directions emerge for teaching idioms to
intermediate level learners whose mother tongue is not English:
Digital Learning Platforms: Incorporating idiomatic expressions into digital learning
platforms offers learners interactive and personalized experiences. AI-driven systems can analyze
learners' proficiency levels and tailor idiomatic exercises and examples to their specific needs,
providing immediate feedback and adaptive learning paths.
Gamification: Gamifying idiomatic learning through educational games and immersive
simulations enhances engagement and retention. Virtual reality (VR) environments could simulate
real-life scenarios where learners encounter and use idiomatic expressions, making the learning
experience more interactive and memorable. [3.104]
Corpus Linguistics: Utilizing corpus linguistics tools to analyze vast collections of texts
enables educators to identify commonly used idiomatic expressions across different contexts and
registers. This data-driven approach informs the selection of relevant idioms for instruction,
ensuring learners are exposed to expressions most pertinent to their communicative needs.
Natural Language Processing (NLP): Leveraging NLP techniques, such as sentiment
analysis and semantic parsing, facilitates automatic extraction and explanation of idiomatic
expressions from authentic texts. Integrated into language learning platforms, NLP algorithms can
assist learners in understanding the nuanced meanings and usage of idioms in context.
Cross-Cultural Collaboration: Collaborative projects between educators and experts from
diverse cultural backgrounds promote the exchange of idiomatic expressions and cultural insights.
Online platforms and forums facilitate cross-cultural communication, enabling learners to engage
with idiomatic expressions from a global perspective and enriching their cultural awareness.
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Multimodal Resources: Expanding the repertoire of multimodal resources, including videos,
podcasts, and social media content, broadens learners' exposure to idiomatic expressions in
authentic contexts. Integrating multimodal materials into language curricula enhances learners'
comprehension and production skills while catering to diverse learning preferences and styles.
Corpus-Based Language Teaching: Drawing on corpus-based methodologies, language
teachers can develop specialized corpora of idiomatic expressions tailored to learners' proficiency
levels and learning objectives. These learner-centric corpora serve as valuable resources for both
instruction and independent study, fostering autonomy and self-directed learning. [4.92]
Collaborative Learning Environments: Fostering collaborative learning environments where
learners engage in peer-to-peer interactions and co-construction of knowledge facilitates the
acquisition and application of idiomatic expressions. Online platforms and social learning
networks provide opportunities for learners to exchange idiomatic expressions, share cultural
insights, and receive feedback from peers and instructors.
Incorporating these innovative approaches into idiomatic instruction promises to enhance
learners' proficiency and confidence in understanding and using idiomatic expressions effectively
in English communication. By embracing technological advancements and fostering cross-cultural
collaboration, educators can empower learners to navigate the complexities of idiomatic language
with greater ease and proficiency.
REFERENCES:
1.
Boers, F., & Lindstromberg, S. (2012). Experimental and intervention studies on formulaic
sequences in a second language. Annual Review of Applied Linguistics, 32, 83-110.
2.
McCarthy, M., & O'Keeffe, A. (2003). Collocation: A practical approach. Routledge.
3.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
4.
Thornbury, S. (2002). How to teach vocabulary. Pearson Education Limited.
5.
Khadjieva Dilbar, Jambulova Ayimxan
VERBALIZATION THE CONCEPT “FRIENDSHIP”
2023/5/1 Журнал Scientific Impulse
CURSORY REVIEW OF THE MATERIAL TEACHING ABSTRACTING IN THE
PROCESS OF LEARNING ENGLISH
Kubeysinova Dametken Tursunbaevna
Faculty of Foreign Languages, Karakalpak State University
It is customary to call an abstract a summary of the main provisions of a book, a scientific
theory. Therefore, setting ourselves the goal of laying down the elementary foundations of this
skill, we must teach students to determine what the main thing in a given text is, and to separate
this main from the secondary, highlight the details and determine their meaning in this context.
But, first of all, it is necessary to develop in students the ability, after a cursory glance at an article
or book, to determine what it is about and whether it will be able to answer the questions that
interest him. At the same time, it is very important to be able to bypass incomprehensible places.
[1]
Accordingly, the exercises teaching abstracting can be divided into 4 groups:
1. Exercises to teach understanding of the general content of the reading. This group includes
such exercises as determining the possible content of the exposition, looking for answers to general
