Teaching comprehension of idioms in efl classroom; problems and solution Ro’ziboyev Quvonchbek Ergash o’g’li

Teaching comprehension of idioms in EFL classroom;
problems and solution
Ro’ziboyev Quvonchbek Ergash o’g’li
2 nd year master
Uzbekistan State World Language University
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E-mail: [e-mail]
Abstract
Differentiating idioms in metaphors and metonymies, as well as in terms of their interrelationship with figurative words, causes different levels of difficulties for students. Methods of teaching idioms in special EFL classrooms are focused on justifying their structure and difference from idioms and phraseology. There are over 25,000 idioms in the English language. Also, learning such expressions in EFL classrooms is a challenge for aloha. Moreover, it is even seen as a problem. Also, the similarities and differences between idioms and language grammar are analyzed by professional linguists. The article analyzes the idiom and the methods of teaching it to EFL classes. If a phrase expresses a figurative meaning, an idiom expresses a part or a whole part of it. But it is partially different from the phrase. Also, an idiom is not considered a metaphor or metonymy, and its analysis needs an easy and clear explanation in modern form.
Key words

An idiom is a common word or phrase with a figurative, non-literal meaning that is understood culturally and differs from what its composite words' denotations would suggest; i.e. the words together have a meaning that is different from the dictionary definitions of the individual words (although some idioms do retain their literal meanings – see the example "kick the bucket" below).[1][2] By another definition, an idiom is a speech form or an expression of a given language that is peculiar to itself grammatically or cannot be understood from the individual meanings of its elements.[3] For example, an English speaker would understand the phrase "kick the bucket" to mean "to die" – and also to actually kick a bucket. Furthermore, they would understand when each meaning is being used in context. To evoke the desired effect in the listener, idioms require a precise replication of the phrase: not even articles can be used interchangeably (e.g. "kick a bucket" only retains the literal meaning of the phrase but not the idiomatic meaning).Idioms should not be confused with other figures of speech such as metaphors, which evoke an image by use of implicit comparisons (e.g., "the man of steel"); similes, which evoke an image by use of explicit comparisons (e.g., "faster than a speeding bullet"); or hyperbole, which exaggerates an image beyond truthfulness (e.g., "more powerful than a locomotive"). Idioms are also not to be confused with proverbs, which are simple sayings that express a truth based on common sense or practical experience. Thawabteh (2011) illustrated that idioms are one of the universal aspects of all languages; they are considered to be an intrinsic part of human communication. Further, they baffle beginner learners to a great extent. They may cause not only linguistic but also cultural and technical problems for non-native speakers; hence, these problems might affect communication negatively. Dixon (1994) stated that idioms are essential to successful communication, whether in listening, speaking, reading, or writing. According to Cowie, Mackin, & McCaig (1983), the accurate and appropriate use of idioms is a distinctive mark of native-level command of the language, and it is a reliable measure of the proficiency of foreign learners. It is a fact that ignoring idioms would cause a learner various problems. The authors added that foreign language learners must learn not only the grammatical structures and vocabulary of the target language but also the idioms to integrate into the culture of the target language.Defining idioms is not easy. In the body of literature, several criteria have been suggested to define idioms. Larso (1984) defined an idiom as “a string of words whose meaning is different from the meaning conveyed by the individual words” (p. 20). Alexander (1987) defined idioms as “multi-word units which have to be learned as a whole, along with associated sociolinguistic, cultural and pragmatics rules of use” (p. 178). Richards and Schmidt (1990) defined an idiom as “an expression which functions as a single unit and whose meaning cannot be worked out from separate parts” (p. 246). Baker (1992) defined idioms as “frozen patterns of language which allow little or no variation in form, and in the case of idioms, often carry meaning which cannot be deduced from their individual components” (p. 63). As Marlies (1995) defined it, “an idiom is an expression whose overall figurative meaning cannot be derived from the meaning of its parts” (p. 283).The methodology used is based on a quantitative analysis conducted with a questionnaire handed out and filled in from teachers of primary and secondary schools of Korça city and villages around. The questionnaire was selected as the most appropriate methodological tool so as to conduct the survey. According to Papanastasiou and Papanastasiou (2005), a questionnaire is an important means which can collect data from a lot of people while the quantitative and the statistical analysis can be revealed. Data results are interpreted through graphs and charts under statistical descriptive method.In addition to their internal linguistic features, ESL students also have some difficulty in understanding meaning in context. Because firstly, concrete words and portable idiomatic words are similar. For example: "The watermelon fell from the armpit" (Uzbek folk saying) - in the sequence of words
1. We understand that he really dropped the watermelon. In this situation, the body existing in space will fall out of the hands of a living organism through the force of gravity and disintegrate. Such a situation is treated as a minor accident that occurred by chance.
2. Watermelon is used as an idiomatic expression. This word does not have the same meaning as above, but on the contrary, it expresses a completely different meaning. This is a figurative meaning. As an idiom, the meaning of this metaphor is to express the expression of dissimilarity.That is, the expression "You come as if from the armpit of a watermelon" can have the following meanings.
1- His work is not the same
2- Sadness
3- He is not in the mood.
In English, it is expressed as follows. The old man kicked the bucket. → The bucket was kicked (by the old man).Secondly, it is expressed by the meaning itself:(Twopenny is cheap or common.) This is one form of idiomatic expression. Folklore and metonymy, with their wide use in the phrase, serve to lighten the meaning of the context. For example, defining a whole instead of a part or a part instead of a whole is expressed by a phrase. This is one of the basic principles of idiomatic expression.In conclusion, the importance of teaching idiomatic expressions to ESL adjectives is aimed at strengthening the social life activity. Their correct use of the language and its linguistic features produces a clear result. That is, understanding is based on the formation of attractive expressions in the word, with a clear reasoning. Also, the sentences do not allow us to imagine the signal that went to the brain with the execution of the brain hypothesis. It is simply explained by the expression of another meaning. Idioms are easier to understand when the logical imagination works. But the object of understanding is based on aiming at a rotating target rather than a fixed point. Idiomatic understanding is based on cultural formation of language and word play.