Learners in a Tight Corner: An Investigation of Figurative Idiomatic Competence and Learner-related Factors

Abstract

Idioms play an indispensable role in communication. Knowledge of idioms is considered an indicator of proficiency. This study is aimed at investigating English as a Foreign Language (EFL) students’ knowledge of frequently used idioms and the effect of learner-related factors. The participants were 218 female EFL college students at the College of Basic Education (CBE) in Kuwait. A test was designed and used as the data collection instrument to assess the students’ knowledge of frequent idioms. The test scores reveal a substantially low overall knowledge in this area. The results show that Kuwaiti EFL learners have difficulty comprehending common idiomatic expressions. Additionally, the study is aimed at determining whether students’ knowledge of idioms is linked to age, year of study, and/or Grade Point Average (GPA). A statistically significant difference in knowledge of frequently used idioms is evident when GPA is taken into account.

The Effect of a Proposed Program Integrating the REACT Strategy and Drama Activities on Fostering EFL idioms Comprehension and Production among Faculty of Mass Communication Students

“…They, also, find it difficult to appropriately use idioms in varied contexts due to the fact that idioms can vary in their level of informality from colloquialism to slang (Levorato, 1993). Such difficulties were confirmed by the studies of Al Aghbari, Al Mahrooqi & Denman (2016), Mousa (2017), Ali & Dawood (2019), Shajrawi & Smadi (2019), Al-Houti & Aldaihani (2020) and Jasim (2020). Findings of these studies revealed that Arab EFL university level learners faced remarkable difficulties when they attempted to comprehend or produce English idioms.…”

“…As for Arab EFL learners, in addition to the aforementioned sources of difficulties, mother tongue interference can hinder their attempts to comprehend or produce English idioms (Mahmoud, 2002;Aldoubi, 2003;Noor & Fallatah, 2010;Thyab, 2016), and this often leads to "misunderstanding and miscommunication" (Noor & Fallatah, 2010, p.148). Such a considerable difficulty was highlighted in several studies including the studies of Al Aghbari, Al Mahrooqi & Denman (2016), Mousa (2017), Ali & Dawood (2019), Shajrawi & Smadi (2019), Al-Houti & Aldaihani (2020) and Jasim (2020). Thus, in their study, Al Aghbari, Al Mahrooqi & Denman (2016) found out that Omani EFL university level "struggled to understand the meanings of idioms and that context alone is not sufficient as a cue for idiom recognition and interpretation."…”

Idiomatic Knowledge and Attitudes toward Idiom Learning: A Case of Kuwaiti EFL College Students

“…In sharp contrast to the abundance of research on EFL/ESL idiom learning in general; however, studies on how Arabic learners comprehend English idioms are scant. Specifically, studies on Kuwaiti learners of English and idiom learning are particularly scant (Al-Houti & Aldaihani, 2020). Also, the effect of idiomatic knowledge on attitudes of EFL learners remains to be addressed.…”