IDIOMS: AN APPROACH TO IDENTIFYING MAJOR PITFALLS FOR LEARNERS

In this paper consideration is given to the treatment of idioms in language learning. It does not set out to add to the body of literature on the definition or categorization of idioms. Instead, general questions are discussed that need to be addressed when decisions are made on the role of idioms in language learning programmes. These questions include frequency, contextual constraints and the affective aspect, but the paper concentrates on the extent to which idioms present a particular source of misunderstanding and confusion for learners. Special attention is paid to those covert idioms that learners may not identify as idioms at all, and typical features of such covert idioms are described.