افاق للعلوم
Volume 11, Numéro 1, Pages 181-198
2026-01-15
Contrastive And Translational Pedagogies For Learning English Idioms: Algerian Efl Learners’ Perceptions
Authors : Youcef Zakaria Mohy Eddine . Djaidja Asma .
Abstract
This study examines the beliefs of Algerian learners of English as a foreign language (EFL) regarding contrastive linguistic or translational linguistics methods for learning expressions in English that are idiomatic in nature. In a mixed methods approach, data were drawn from 120 participants in an online survey and 15 participants in three focus group discussions. The quantitative data indicated strong learner support for first language (L1)-based approaches; 85% indicated that idioms were easier to understand if the teacher explained the idiom in the learner's first language, while 80% indicated that translation made idioms easier to understand. However, only 30% maintained that teachers typically utilized or employed these practices, indicating a gap between learner beliefs and pedagogical practices. The qualitative data supported statements indicating that L1 explanation and contrastive method increased learner recognition, memory, and cultural understanding, while participants also stated that there were limited opportunities to encourage students to be productive in the use of idiomatic expressions. The study identifies a pedagogical potential for EFL teachers to use contrastive and translational methods or approaches in combination to assist EFL learners' understanding of idiomatic expressions in English. Curriculum, teacher preparation, and future research implications for idiomatic expression pedagogies with this multilingual community are put forward.
Keywords
English idiomaticity ; Contrastive linguistic analysis ; Translational pedagogy ; EFL learners
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