Introducing Idioms in Foreign Language Class

Abstract

In this graduation thesis research on the implementation of idioms in foreign language teaching involved students with basic English proficiency and students specializing in applied linguistics and translation studies. The thesis aims to study the theoretical and practical aspects of idioms in order to create a productive methodological guideline for both teachers and learners of foreign languages. The quasi-experimental study was a mixed-method design where the formulation of the conclusion where the conclusion was derived followed by the scientific method. A survey questionnaire was administered to students to assess their knowledge of idioms and their learning expectations. In the process, we discussed theoretical approaches and classifications by linguistic scholars, analyzed the selected teaching methods appropriate for students, and identified the advantages and disadvantages of implementing idioms in the lessons. The results of the experiment revealed high scores indicating learners' interest in the practical application of idioms introduced through the literature review. Creating an effective idiom tutorial for both teachers' and students' independent study emerged as a crucial factor. The teaching aid includes assignments for both basic English proficiency and advanced students, which will enhance students' engagement to foster the development of language skills. The encountered limitations highlighted the necessity of developing a clear curriculum and exposing students to the language and culture to enhance their awareness and modify the structure of lessons with modern materials and communication in scenarios of real situations.