Abstract
Abstract The present study aimed to examine the effect of four prevailing teaching methods, i.e., translation, definition, etymology, and imageable expressions on the immediate and delayed retention of idioms in the receptive and productive modes. To meet this end, 120 EFL Iranian learners participated in the study. Thirty of them received idioms through definition, thirty through translation, thirty through pictures, and thirty through etymology in their first language. Twenty idioms were selected and taught in two sessions. Retention of the idioms, in the productive and receptive modes was measured immediately after the class and again two weeks later. The results indicated that etymology and pictorial methods had a remarkably more positive influence on the immediate and delayed retention of the idioms in both the receptive and productive modes.
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