Non-native English Speakers’ Strategies for Learning Idiomatic Expressions

Abstract

This synthesis examines the effectiveness of different methods for teaching idiomatic expressions within an English as a Foreign Language (EFL) setting based on empirical evidence. A total twenty reviewed published articles from 2005 onwards were selected based on specific inclusion and exclusion criteria. They varied in approaches, participant groups, and associated framework disciplines. The findings of this synthesis illustrate that idioms are important for communicative competence acquisition; however, abstract culturally non-specific elements or metaphors make idioms exceedingly difficult for learners to acquire. From the data, it is apparent that etymological elaboration, metaphorical mapping, complementary visuals, social media inputs from peers, and other dynamic means greatly enhance understanding and memory retention of concepts. In addition to this, these studies suggest improved learner outcomes with teaching that combines cultural background knowledge integrated contextually within lessons planning differentiated instruction scaffolding tailored to varying levels of students' needs. This research underscores the importance of EFL curriculum design whilst advocating interdisciplinary integrative pedagogy frameworks shift toward rigorous research-based paradigms.