The Importance of Idiomatic

Expressions in Learning
English as a Foreign Language

By Ma Alejandra Villalobos Matarrita

 Universidad Técnica Nacional
Sede Central, Alajuela.

English as a Foreign Language ILE

Course: Academic Writing
Evaluation: Research Paper

THE IMPORTANCE OF IDIOMATIC EXPRESSIONS

IN LEARNING ENGLISH AS A FOREIGN LANGUAGE

Student:
Ma Alejandra Villalobos Matarrita

Professor:
Clare Goodman Goodchild

December 2020
 THE IMPORTANCE OF IDIOMATIC EXPRESSIONS

IN LEARNING ENGLISH AS A FOREIGN LANGUAGE

Could you think of a situation where you put your foot in it? or are you thinking about what

it means? If you do not know that put your foot in it means to accidentally say something that

embarrasses or upsets someone, it would be difficult to understand exactly what the question

means and to be able to answer it. Who has not heard the famous and best-known idiom it's a piece

of cake? This is a metaphor, and it means that something is really simple to accomplish, easy to

achieve and that the task does not require much effort to do it. For instance, when the teacher

assigns us a task that does not need much work or does not take much time to think about it.

Definitely, many of us have said or heard this phrase at some point in our lives. This document

aims to discuss the relationship between idiomatic expressions and culture, recognize how and

when to use the different expressions, and identify how to study and apply them. Furthermore, the

main objective is to demonstrate the importance of acquiring knowledge about idiomatic

expressions.

In different countries around the world, we can find students in the English language as a

foreign language. As part of learning, the non-native person of this language must study the

grammar rules, linguistics, pronunciation, writing, vocabulary, and idiomatic expressions. The use

of idiomatic expressions is an essential part of English language proficiency and learning.

However, many English learners lack the competence to use them properly. That is why all English

language learners should be aware of the use of idioms to be able to use them when communicating

verbally or not. “It is clear that there is a difference between the native and the non-native speakers’

focus when they evaluate an oral discourse. The former focuses on the vocabulary related to the
cultural and social factors. On the other hand, the latter lacks the ability to consider such factors”

(Kenan & Dikilitaş, 2012).

Idioms are a crucial part of an efficient way of communication, languages, cultures, and

traditions around the world. Each country has a different culture than the others, so each place has

its own idioms and phrases with different meanings. Besides, expressions are based on cultural

perspectives. “Thus, learning idiomatic expressions also teaches nonnative speakers of a language

the culture of its people” (Ovando & Collier, 1985). First of all, we must be clear about the meaning

of the concept idiomatic expressions. Idioms have become a necessity when we want to express

ourselves as a native speaker and be part of the culture. The professor Watchara Pothisorn states

the following definition:

An idiom is a phrase or a fixed expression that has a figurative, or sometimes literal,

meaning. Categorized as formulaic language, an idiom's figurative meaning is different

from the literal meaning. There are thousands of idioms, occurring frequently in all

languages. It is estimated that there are at least twenty-five thousand idiomatic expressions

in the English language. Idioms are common phrases or terms whose meaning is changed,

but can be understood by their popular use. Because idioms can mean something different

from what the words mean it is difficult for someone not very good at speaking the

language to use them properly. Some idioms are only used by some groups of people or at

certain times. (Pothisorn, n.d.)

We have culture and identity, which are concepts that are related to each other since identity

is based on culture. According to Goshkheteliani & Megrelidze (2013), “Culture and language are

means of collective co-existence and social practice kept in the memory of the society that is

created by the people during the centuries. Cultural awareness helps people to become more
understanding and tolerant of behaviors which are different from their own” (par. 3). We must

remember that identity is built on a set of related aspects. Among the characteristics that define

our culture and identity are history, experiences, traditions, nationality, religion, ethnicity, and

language. Therefore, we can appreciate that language is one of the characteristics when building

our identity. Also, idiomatic expressions are an essential part of the language development.

Children grow up in the midst of the socially and historically constituted artifacts and

traditions, which enables them 1) to benefit from the accumulated knowledge and skills of

their social groups; 2) to acquire and use cognitive representations in the form of linguistic

symbols, analogies and metaphors constructed from these symbols; 3) to internalize certain

types of discourse interactions into the skills of Dialogic thinking; 4) to develop cultural

awareness. The speaker accumulates all these skills and knowledge to perform creative

discourse. The former focuses on the vocabulary related to the cultural and social factors.

On the other hand, the latter lacks the ability to consider such factors. This is one of the

major problems of the non-native speakers both at production and comprehension level.

(Cicoure, 2006, p. 27)

It is worth mentioning that language has a huge impact on culture and the way people think

and express themselves. Languages reflect the experiences and ways of seeing the world of the

speakers. Culture and language are intimately interpenetrated. Each place forms its way of being

human and being part of life. People create a cultural model built on the relationships that the

people of a community establish with each other and with nature. The lexicon represents a result

of shared human experience. Since the human being is seen as an individual, family, and social

being, they use words to reflect the place of origin, the sense of identity, and the sense of belonging

to a community. “The screws that that language and culture impose on nature correspond to various
forms of socialization and acculturation” (Kramsch, 1998, pp. 5–6). In other words, the language

gives a stamp of identity and of belonging to a place.

Languages are real surprise boxes (although if you are reading this article, we probably no

longer have to convince you of that). Beyond the difficult sounds to produce, the complex spellings

to decipher, the vocabulary, or the specific conjugations, the extraordinary of a language arises

when all its characteristics are combined to form unique expressions: the famous idiomatic

expressions. “To kill two birds with one stone” is one of the most popular and common English

idioms and phrases that can enrich the English vocabulary of language learners and make them

sound like a native speaker. That phrase means “to achieve two things by doing a single action”

(Merriam-Webster, n.d.). Just like that phrase, there are many more idiomatic expressions with

different meanings and uses.

“Some expressions of language are appropriate to be used in particular situations. This

applies to the use of English idiomatic expressions. When a writer or a speaker uses

idiomatic language, s/he concentrates on his/her culture with the group of his society” (Saeed &

Raut, 2019). “Context has a substantial impact on idiom comprehension; the use of idioms is

extremely important when determining the respective roles played by the expression because it

provides the ideal material for readers/listeners who have to differentiate between what is said and

what is meant according to the context. That is why idioms pose a theoretical challenge to

researchers interested in the social uses of language” (Laval, 2003, as cited in Alqahtni, 2014).

When using the idiomatic expressions is essential to consider the context and the environment

where the idiom has been expressed.

According to O’Dell and McCarthy (2017), in English language, idiomatic expressions

change. Although many of these expressions last quite a long time, some of them disappear faster
than expected. As a result, some idioms and phrases that were popular over 40 years ago may seem

a bit weird and old-fashioned today. For instance, the expression as stiff/straight as a ramrod, which

means someone stands or sits with a very straight back, is not usually used. For this reason, it is

vital to be careful if you hear and learn an idiomatic expression from an older movie or novel, and

you use it when creating a speech or writing since it would not sound natural (p. 8). An English

learner should be up to speed with the phrases and identify the context to use an idiom that best

suits the situation without sounding a bit unnatural.

Idiomatic expressions, similes, binomials, proverbs, cliches, and phrasal verbs are phrases

and statements native speakers frequently use as part of the culture. People use these phrases to

comment on a situation or people, to convey agreement or disagreement, to emphasize or highlight

something, to make an anecdote or story more interesting, to catch the audience's attention, to

appeal to the emotions of the public. to indicate belonging to a specific group, or in general, to

express a feeling or thought. Some of the areas where idioms are used are films (plays and books),

relationships (family and friends), people (behavior and characteristics), crime and punishment,

work, business (news and meetings), sailing, money, society, war, transport, sport and games,

myths and history, literature, science and technology, learning. animals daily life, feelings (positive

and negative), and problems and solutions.

Here are some examples of using idiomatic expressions. When a person is extremely happy

because something excited has happened, we can say that person is floating/walking on air (to

express happiness). On the other hand, if a person is slightly unhappy due to a sad situation, we

can say that person is down in the dumps (to express sadness). There are occasions where people

do not know at all about something they were asked, so we can say they do not have the foggiest

idea (not knowing). Sometimes we have a problem, and we would like to find an easy way to solve
it or what is the same to wave a magic wand (dealing with something). Whenever making a

decision, we should consider the advantages and disadvantages or, in this case, the pros and cons

(structuring arguments).

In research from Rana (2016), he states: “Non-native speakers of English, from various

backgrounds, are found incapable of using idiomatic expressions when communicating in English

Language and are found incompetent to understand their meanings. It might not be a piece of cake

for non-natives to use idioms, but it is considered a vital part of the English Language” (p. 108).

Non-native speakers of the English language face difficulties in understanding the meaning of

idioms. They should realize idioms are a learning necessity and are used in formal and informal

communication. Both teachers and students find that vocabulary is a crucial element in the

teaching-learning process of a foreign language. Paying attention to the lexicon is unavoidable

since even the most traditional language teaching methodologies must deal with the necessary

vocabulary in one way or another. Consequently, a fundamental aspect is how to study idiomatic

expressions.

Each language has its own idiomatic expressions, which can be difficult to learn if you are

not a native of that language. To understand an idiomatic expression, it will not be enough to

understand the meaning of each of its components. Probably, this difficulty or barrier makes these

language units so wonderful and complex. According to López & García (n.d.), traditionally, the

teaching of figurative language in EFL (English as a Foreign Language) classes has been gradually

neglected. Teachers with materials and resources tend to show idiomatic expressions separately as

a peculiarity of language. Updated materials illustrate figurative uses with illustrations and

cartoons. They are classified by subject, for example, the weather, the food, the colors, etc. They
are listed in the vocabulary sections with their literal paraphrase or inserted in random sentences

to provide contextual clues for their possible interpretation (p. 244).

Therefore, to create a meaningful environment for EFL students to use idioms and a variety

of phrases, this document suggests some new and innovative teaching strategies for students to

learn idiomatic expressions for purposes and then be able to use them in real contexts. MasterClass

(2020) describes that the first technique is using idioms in essay writing by integrating

metaphorical idioms in teaching such as narrative and descriptive essay writing. Idioms, as a type

of figurative language, can be used to add dynamism and unique character to the style of writing.

Idioms can often help us express a broad or abstract idea to an easy-to-understand one. For

example, you can say that two things are impossible to compare with each other because they have

different characteristics or simply say that it is like "comparing apples to oranges." In this way, we

understand that the use of an idiom helps to express the same idea in a much easier way.

Research has deduced that the support of visual material plays a vital role in learning and

teaching. The second technique is related to visual conceptualization. Gibbs (1987) mentioned that

the images are captured by our sight; moreover, they remain there or can later be captured on a

canvas, a paper, or a speech. Pictures and illustrations can facilitate the understanding and retention

of many idioms conceptualized for the most part by metaphors. Most idiomatic expressions are

based on both knowledge and appreciation of the image (image schema metaphors). Consequently,

the interrelation of a language with a particular staging seems to involve and be associated with

mental images. Idioms and their imaginative approaches have shown that imagery is an impactful

technique for understanding and retaining figurative concepts (p. 578).

Problem solving exercises is another of the efficient techniques that EFL students can use

when learning idioms. “The students also need to be provided with exercises of problem-solving
to help them understand the hidden meaning of the idiomatic expressions. Besides, this strategy

allows the students to use their cognitive abilities to relate and compare the meaning of those

expressions with their own native language and culture” (Asri & Rochmawati, 2017). “Exercises

of a problem-solving nature can help learners to discover the metaphors in idiomatic

expressions. It is believed that due to the opaque nature of idioms, they require a problem-

solving approach in teaching, which can make use of the learners’ cognitive ability to

make sense out of their environment” (Lennon, 1998, as cited in Rohani, 2012). Besides,

problem-solving is the first path to learning, planning, and socialization when we seek support to

solve what is presented to us every day and which are rich opportunities for interaction, self-

esteem, and self-realization.

A crucial part when learning idiomatic expressions is putting them into practice by creating

examples of conversations in different contexts. Asri & Rochmawati (2017) stated that in this

teaching strategy, EFL students have two advantages. First, they understand idioms and phrases,

and second, they learn how to use them contextually. As we have seen, most idiomatic expressions

are classified into simple categories, for instance, idioms of time, people, animals, food, climate,

thoughts, emotions, etc. The teacher in charge may ask students to choose some of the categories

and research some examples of idioms regarding the selected classification. Once that step is done,

they can put them into simple conversations where the meanings of the expressions are better and

clearly understood.

A recommendation to accompany the techniques is to exercise your English by creating

your own dialogues and group discussions with examples of different expressions and phrases.

Dialogue practice is a great way for English learners to test their skills and develop a better

understanding of the language. The use of dialogue helps students develop their conversation
skills. There are several different ways to incorporate dialogue into class activities, such as role-

playing, practicing new tenses, structures, and functions of language. “Students in group

discussion could understand English idioms better than when they were introduced to English

idioms within a story only. This demonstrated the significant effect of group talk on students’

understanding of English idioms” (Wu, 2018). Once the student becomes familiar with these new

elements of language (idioms), they can then use them in dialogue as models to practice writing

and speaking on their own.

When students of English as a Foreign Language study the topic of idiomatic expressions,

they need a variety of resources and materials to develop their study process and have academic

support. Currently, the Internet is a valuable tool that has a wide variety of alternatives for learning

new languages and investigating everything related, in this case, to the English language. In this

digital age, technological resources such as the Internet offer infinite alternatives to learn idiomatic

expressions. In the digital resources, EFL students can find history about idioms, examples,

definitions and meanings, videos, photos, websites, academic articles, exercises, and many

activities to test the level of knowledge.

Teaching of English in general and idioms in particular has also become easier with the

development/ advance of technology. There are different phone or computer applications

which can make this all easier. Now, almost everyone has got a phone, an i-pad or a lap

top therefore making use of any of these in an EFL classroom would be of great help to our

students. There should be ways for teachers to enhance learning of idioms at home, too.

So, teachers should be able to also check how much their students have improved.

(Suhodolli, 2019, p. 510)

 To sum it all up, in this research paper, there was a discussion about the relationship

between idiomatic expressions and culture, there was an analysis of how and when to use the

different expressions, and it was possible to identify the ways to study and apply them in a proper

context. Definitely, idiomatic expressions as part of language play a fundamental role in the

identity of a place and a human being. Language and culture have a close relationship that forms

an invaluable part of the development of each individual. When EFL students relate extensively to

the typical phrases of this non-native language and identify that there are different contexts to use

them, they develop great potential in their knowledge of English. Fortunately, as mentioned here,

there are many categories of idioms related to each topic of daily life, which is a huge advantage

for learners. If English students want to study idiomatic expressions and obtain excellent results in

the process, study techniques are required. This document identified and highlighted some

essential study techniques and ways to apply the phrases in every situation. After EFL students

realize the importance of idiomatic expressions, they will be able to develop their language

proficiency and sound like a native speaker. In conclusion, through everything analyzed, the

objective of demonstrating the importance of acquiring knowledge about idiomatic expressions

was fulfilled.
 References

Alqahtni, H. M. (2014, December). The Structure and Context of Idiomatic Expressions in the

Saudi Press (PhD Thesis). University of Leeds. Retrieved from

https://etheses.whiterose.ac.uk/7678/1/Hijab_Thesis_final%5B1%5D%20%282%29.pdf

Asri, A. N., & Rochmawati, D. (2017, April 1). Innovative Teaching of English Idiomatic

Expressions for EFL Learners. ResearchGate. Retrieved from

https://www.researchgate.net/publication/329642104_INNOVATIVE_TEACHING_OF_

ENGLISH_IDIOMATIC_EXPRESSIONS_FOR_EFL_LEARNERS

Cicoure, A. (2006). The Interaction of Discourse, Cognition and Culture [E-book]. In Discourse

Studies, 8(1), 25–29. Retrieved from https://doi.org/10.1177/1461445606059547

Dikilitaş, K., & Demir, B. (2012). Native and Non-Native Perceptions on a Non-Native Oral

Discourse in an Academic Setting. Turkish online journal of qualitative inquiry: 3(3), 33-

54. Retrieved from www.tojqi.net/articles/TOJQI_3_3/TOJQI_3_3_Article_3.pdf

Gibbs, R. W. (1987). Linguistic factors in children’s understanding of idioms. Journal of Child

Language, 14(3), 569–586. Retrieved from https://doi.org/10.1017/s0305000900010291

Goshkheteliani, I., & Megrelidze, D. (2013). Lingua-cultural approach to teaching English idioms

to Georgian students. Revista Nebrija de Lingüística Aplicada, 13(2013). Retrieved from

https://www.nebrija.com/revista-linguistica/lingua-cultural-approach-to-teaching-english-

idioms-to-georgian-students.html
Kramsch, C. (1998). Language and Culture (Oxford Introductions to Language Study) (H. G.

Widdowson, Ed.; 1st ed.) [E-book]. Oxford University Press. Retrieved from

https://books.google.co.cr/books?hl=es&lr=&id=XRPiONIC2PMC&oi=fnd&pg=PR7&d

q=language+and+culture&ots=fajjo6bMEU&sig=Ws1xp0hsP-

ofHnO_KrxLDQSgUgg#v=onepage&q=language%20and%20culture&f=false

López, I., & García, E. M. (n.d.). Teaching Idiomatic Expressions to Learners of EFL trough a

Corpus Based on DISNEY MOVIES. ResearchGate. Retrieved from

https://www.um.es/lacell/aelinco/contenido/pdf/17.pdf

MasterClass. (2020, November 8). What Is an Idiom? Learn How to Use Idioms in Writing.

Retrieved from https://www.masterclass.com/articles/what-is-an-idiom-learn-how-to-use-

idioms-in-writing#what-is-the-purpose-of-idioms-in-writing

Merriam-Webster. (n.d.). Kill two birds with one stone. In Merriam-Webster.com dictionary.

Retrieved October 30, 2020, from https://www.merriam-

webster.com/dictionary/kill%20two%20birds%20with%20one%20stone

O’Dell, F., & McCarthy, M. (2017). English Idioms in Use Advanced Book with Answers:

Vocabulary Reference and Practice (2nd ed.). Cambridge University Press. Retrieved from

https://www.pdfdrive.com/english-idioms-in-use-advanced-d183554925.html

Ovando, J., & Collier, V. (1985). Bilingual and ESL classrooms : teaching in multicultural

contexts (2nd ed). McGraw-Hill, Boston. Retrieved from

https://openlibrary.org/books/OL24949343M/Bilingual_and_ESL_classrooms
Pothisorn, W. (n.d.). History of Idioms - Slang&Idiom. Engcomm’s Classroom. Retrieved from

https://sites.google.com/site/slangnidiomrmutp/extra-credit/history-of-idioms

Rana, A. T. (2016). The Necessity of idiomatic expressions to English Language learners.

International Journal of English and Literature, 7(7), 106–111. Retrieved from

https://doi.org/10.5897/ijel2016.0895

Rohani, G. (2012, December 1). The Effect of Context on the Iranian EFL Learners’ Idiom

Retention | Rohani | International Journal of Linguistics. ResearchGate. Retrieved from

http://www.macrothink.org/journal/index.php/ijl/article/view/2228

Saeed, M., & Raut, S. (2019, February). Cultural Difficulties of English Idioms Confronting

Foreign Learners. ResearchGate.Net. Retrieved from

https://www.researchgate.net/publication/331330179_Cultural_Difficulties_of_English_I

dioms_Confronting_Foreign_Learners

Suhodolli, M. (2019). The Importance of Idioms in Learning English Language by the Albanian

Students in EFL Classrooms. International Journal of Advanced Research, 7(1), 508–510.

Retrieved from https://doi.org/10.21474/ijar01/8355

Wu, S. (2018, March 3). Wu - Effective Activities for Teaching English Idioms to EFL Learners

(TESL/TEFL). The Internet TESL Journal. Retrieved from

http://iteslj.org/Techniques/Wu-TeachingIdioms.html