Exploring second language learners' notions of idiomaticity

Abstract

To what extent do adult second language (SL) learners desire to learn idioms? Are adult SL learners capable of predicting their performances on various idiomatic tasks? Do adult SL learners have specific beliefs regarding matters of idiomaticity? Rarely are such issues investigated and even more rarely are SL learners asked to voice their opinions on such issues. This article reports answers to two questionnaires given to 60 third-year adult learners of Spanish, French, and German. Analysis of data showed that (1) SL learners do want idioms to be an integral part of their language and culture training; (2) they can predict their performances on idiomatic tasks and, finally, (3) they have very specific beliefs about the importance of learning idioms, the nature of idiomatic learning, and the strategies that are most likely to facilitate such learning. It is concluded that SL instructors should introduce idioms to their students more regularly and systematically, regardless of the specific approaches they may take to idiomatic learning.