Abstract
The demands for learning English as a foreign language have been increasing over the last fifteen years in Vietnam. It is commonly believed that idiomatic expressions are not important in learning English as a foreign language. Strutz (1996), however, maintained that no one can be said to be really proficient in a language until he or she possesses an idiomatic command of it (vii). Drawing from relevant research and studies in the field of figurative language acquisition, this paper aims to present current issues of teaching and learning idiomatic language in Vietnam followed by some recommended teaching activities. Keywords: idiom, idiomatic language, idiomatic competence DOI: 10.7176/JLLL/67-04 Publication date: April 30 th 2020
Highlights
Despite constant change in language, there are fixed expressions which establish idioms
This paper aims to present some challenges in figurative language acquisition and propose four practical teaching activities for language educators in Vietnam
Conclusion learning idioms can be a challenge for non-native speakers of English, it does not mean figurative language should be avoided in English as a Foreign Language (EFL) classes
Summary
Despite constant change in language, there are fixed expressions which establish idioms. Challenges of Teaching Idioms in Vietnam In Vietnam, with the implementation of The National Foreign Languages 2020 Project, idiom learning has received a higher level of attention This project states English language learners in Vietnam—depending on the academic degree and major they are seeking—must meet an international standard in the Common European Framework of Reference for Languages (CEFR). According to Buckingham (2006), idiomatic competence refers to the ability to communicate with idioms in the roles of both an addressor and an addressee, which is considered as part of formulaic competence In this way, people engaged in communication can convey and comprehend the meaning of conversation. Knowles's proposal of a learning process model pointed out learners need to be given chances to interact and practice idiomatic expressions in an intensive way so that they can develop the ability to use idioms in authentic communication. The section below proposes four activities for different levels so that language teachers in Vietnam can insert idiom teaching into their classrooms
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