Abstract

This study investigated the situation of teaching and learning idioms at a university level in Vietnam, a foreign language context. It also examined the evaluation of the idiom teaching process in three language classes over a 15-week period for pre-service teachers of English. The data were collected though questionnaires, in-depth interviews and email guided reflective writing. The analysis revealed that teachers and students at the university achieved moderate effectiveness in idiom learning. Both teachers and students believed that students are motivated, felt relaxed and confident and actively participated in idioms learning activities in this foreign language context. The findings also revealed that students demonstrated the process in idiom comprehension as well as in idiom production though the evidences in the comprehension of idiomatic phrases are more evitable. The results indicated significant effects of the context in idiom learning when idioms were creatively used in integrated skill tasks. The findings also implied that idiom learning should receive more attention in EFL learning context.

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