TEACHING IDIOMS THROUGH CONTEXTUALIZED TASKS IN ESL CLASSROOMS
Keywords:
idioms, contextualized learning, ESL, task-based language teaching, figurative language, communicative competenceAbstract
Idioms are integral to natural language use, yet they present persistent challenges for learners of English as a Second Language (ESL). Traditional approaches that teach idioms as isolated lexical items often fail to promote deep understanding or long-term retention. This paper explores how contextualized task-based instruction can enhance idiom comprehension and use among ESL learners. Drawing on cognitive and communicative theories, the study argues that idioms must be presented as meaningful, functional units embedded in authentic discourse. Empirical evidence from applied linguistics research demonstrates that contextualized tasks — including role-plays, storytelling, problem-solving, and corpus-based activities — facilitate idiomatic competence by integrating linguistic, cultural, and pragmatic dimensions of meaning. The paper concludes that teaching idioms through context promotes both fluency and cultural literacy, fostering learners’ ability to use figurative language accurately and appropriately in real-life communication.
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