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SUCCESSFUL WAYS OF TEACHING IDIOMS TO DIFFERENT TYPES OF LEARNERS

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Eurasian Journal of Social Sciences, Philosophy and Culture

Eurasian Journal of Social Sciences, Philosophy and Culture

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Idioms play a crucial role in language acquisition, adding richness and cultural depth to communication. However, teaching idiomatic expressions can be challenging due to their non-literal meanings and cultural context. This study explores successful methods for teaching idioms to various types of learners, including visual, auditory, and kinesthetic learners, as well as second language (L2) learners. Through a review of existing literature and an analysis of teaching strategies, the study highlights practical approaches that cater to the diverse learning styles, providing educators with effective tools to enhance comprehension and retention of idiomatic expressions

MUALLIFLAR

SH.Pakirdinova

Fergana State University

R.Mukhtorova

Fergana State University

Teglar

# teaching methods# language learning# idioms# learning styles# second language acquisition

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https://eroi.uz/11.0201/A0125-0056

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Foydalanilgan adabiyotlar

1.Boers, F., & Demecheleer, M. (2001). Contextual factors in the acquisition of idiomatic expressions in a second language. Language Learning, 51(2), 285-317.2.Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. BasicBooks3.Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT Journal, 58(4), 319-324.4.Nation, P. (2001). Learning Vocabulary in Another Language. Cambridge University Press.5.Thompson, G. (2014). Teaching English Idioms: The Importance of Context. ELT Journal, 68(2), 180-192.6.Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. Newbury House Publishers.7.VARK (2020). VARK: A Guide to Learning Styles. Retrieved from http://www.vark-learn.com/8.Wong, W. (2002). The Use of Contextual Clues in the Acquisition of Idiomatic Expressions. TESOL Quarterly, 36(3), 435-453.9.Wray, A. (2002). Formulaic Language and the Lexicon. Cambridge University Press.