IDIOMS AND CULTURE:
A PLUS INTO LANGUAGE TEACHING.
AN ACADEMIC ANALYSIS
MODISMOS Y CULTURA:
UNA VENTAJA PARA LA ENSEÑANZA DE IDIOMAS.
UN ANÁLISIS ACADÉMICO
Rosa Cecibel Varas Giler
Universidad Técnica Estatal de Quevedo, Ecuador
Karina Fernanda Sotomayor Cantos
Universidad Técnica Estatal de Quevedo, Ecuador
Israel Eduardo Castro Magayanes
Universidad Técnica Estatal de Quevedo, Ecuador
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DOI: https://doi.org/10.37811/cl_rcm.v8i5.13927
Idioms and Culture: A Plus into Language Teaching.
An Academic Analysis
Rosa Cecibel Varas Giler1
rvaras@uteq.edu.ec
https://orcid.org/0000-0002-2117-4128
Universidad Técnica Estatal de Quevedo
Ecuador
Karina Fernanda Sotomayor Cantos
ksotomayor@uteq.edu.ec
https://orcid.org/0000-0002-6134-1875
Universidad Técnica Estatal de Quevedo
Ecuador
Israel Eduardo Castro Magayanes
icastrom@uteq.edu.ec
https://orcid.org/0000-0003-1385-9175
Universidad Técnica Estatal de Quevedo
Ecuador
ABSTRACT
Idioms and Culture are two intrinsically linked aspects that strengthen teaching English as a foreign
language. This academic paper sought to reinforce our proposal to improve communication in English
by broadening the cultural horizon the five authors propose in the reviewed articles. The authors are
professors concerned with providing new alternatives to enrich the study of a global language that
allows ESL students to understand the world around them and, at the same time brings them closer to
the core of a culture that idioms represent. This article highlights essential findings in the five literature
review studies that agree with the authors’ educational goals. The articles from Google Scholar and
ResearchGate database through a qualitative research method ratify that culture is “the fifth skill” that
through idioms are features of a complete integration in ESL.
Keywords: communication, global language, culture, idioms, ESL students
1
Autor principal.
Correspondencia: rvaras@uteq.edu.ec
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Modismos y Cultura: Una Ventaja para la Enseñanza de Idiomas.
Un Análisis Académico
RESUMEN
Los modismos y la cultura son dos aspectos intrínsecamente vinculados que fortalecen la enseñanza del
inglés como lengua extranjera. Este artículo académico buscó reforzar nuestra propuesta para mejorar
la comunicación en inglés ampliando el horizonte cultural que los cinco autores proponen en los
artículos revisados. Los autores son profesores preocupados por brindar nuevas alternativas para
enriquecer el estudio de un lenguaje global que permita a los estudiantes de ESL comprender el mundo
que los rodea y, al mismo tiempo, los acerque al núcleo de una cultura que representan los modismos.
Este artículo destaca los hallazgos esenciales de los cinco estudios de revisión de la literatura que
concuerdan con los objetivos educativos de los autores. Los artículos de la base de datos Google Scholar
y ResearchGate a través de un método de investigación cualitativa ratifican que la cultura es “la quinta
habilidad” que a través de los modismos son características de una integración completa en el ESL.
Palabras clave: comunicación, idioma global, cultura; modismos, estudiantes de ESL
Artículo recibido 08 agosto 2024
Aceptado para publicación: 10 septiembre 2024
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INTRODUCTION
In the words of Brown (1994), culture and language are dialectically intertwined. As a cultural structure
people transmit culture through language, consequently, there is a clear relationship between the study
of culture and language. Peck (1998) cited by Mohamed A., (2023) maintains that foreign language
teaching and learning will be imperfect and incorrect if culture is not included. The same criteria shared
by Purba (2011) take it for granted that it is necessary to include elements of the target culture in the
teaching of English as a foreign language (EFL). Language is primarily a social tool that facilitates
communication between individuals and helps them understand the world around them. Culture also
has its language, which is expressed through various forms of art, literature, and traditions.
(Musurmonov, 2023)
Part of the language is idioms, which are groups of words that have a meaning that is different from the
literal meaning of the individual words. They are often used to add color and expressiveness to
language. Idioms are also a valuable tool for promoting cultural understanding in English language
teaching (ELT).
Idioms are deeply rooted in culture. They reflect the values, beliefs, and experiences of the people who
use them. For instance, the English idiom "a piece of cake" means that something is very easy to do.
This idiom is based on the fact that a cake is a relatively easy dessert to make. However, the idiom also
reflects the cultural value of hard work. In other words, the idiom suggests that if you work hard, you
can achieve anything.
When students learn idioms, they also learn about the culture of the people who use them. The question
could be Why learn idioms in a foreign language? boost cultural fluency: By learning and
understanding these expressions, you'll gain insights into the nuances of the culture, enhancing your
cultural fluency and empathy.
It is all Greek to me, it is an idiom that English speakers recognize that it expresses something that is
not easily understandable. Interestingly, the origin comes from Medieval Latin scribes who had trouble
translating Ancient Greek. Shakespeare guaranteed its crossover into the mainstream with his writings,
and centuries later we still use it.
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Without a doubt, idioms play a great role in the enrichment of the English language. Idioms represent
unique cultural and historical information as well as broaden people's understanding and manipulation
of English. Native speakers use idioms to make their speech more colorful and alive.
Idioms can also be used to promote cultural understanding in the ELT classroom. For example, teachers
can use idioms to introduce students to new cultural concepts. For example, a teacher could use the
idiom "a blessing in disguise" to introduce students to the concept of karma. Teachers can also use
idioms to encourage students to think about their own culture and compare it to other cultures.
According to Wray, A. (2000), “Idioms are important for language learners because they are frequently
used in native speaker discourse, and they can be difficult to understand without knowing their
figurative meaning. Idioms can also be used to express complex ideas concisely and efficiently.”, De
Caro, E. (2009) expresses that Idioms in and outside the classroom are widely believed to help teachers
and students promote an innovative environment of communication. Still, the integration of idioms in
the teaching and learning process may be difficult or ineffective for some learners or teachers who
believe they are a challenge.
Thus, understanding Idioms can boost conversational English skills, because they show native speakers
that everyone understands the cultural meaning and context behind the idiom they're using A person
may encounter idioms most often in spoken or written conversation. A positive effect of using idioms
makes your writing more memorable. A sentence such as “She said it was time for him to have a taste
of his own medicine” could be easier to remember because the reader can relate to the act of taking
medicine or to the displeasure of a bad smell or taste.
On the other hand, they give you a new, creative way to express yourself. Rather than saying 'You're
correct', you could say 'You hit the nail on the head', which is a more complex and interesting
expression. Idioms and slang offer us an insight into language that goes beyond basic communication:
they combine culture and history and create words that often work as a type of code or understanding
for those who exist within a certain community. Teaching a second language should be complemented
with teaching a second culture, too.
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METHODOLOGY
This section describes the methods used in the current article review, including how the research papers
were selected, the data collection methods, and the analysis methods used to synthesize the findings of
the reviewed publications. The method applied is action research that according to Feldman, A.,
Altrichter, H., Posch, P., & Somekh, B. (2002). is a systematic inquiry conducted by practitioners to
improve their practice. It is a cyclical process of planning, acting, evaluating, and reflecting, to generate
knowledge that can be used to improve practice.
This study examines the importance of using idioms and culture in English Language Teaching. Four
of the articles for the literature review were collected from the Google Scholar database, using the
following criteria: published within the last 5 years (2019-2023), citable documents, and type of
literature (articles). One is collected from ResearchGate (2023). The search was conducted in September
2023.
After the search was conducted using the criteria described above, the authors paid special attention to
articles with titles that mentioned culture and idioms in English language teaching. The abstract, results,
and conclusion of each article were read to select those that met the study's criteria.
RESULTS AND DISCUSSION
This literature review includes five articles that met the criteria described above. These articles are listed
in Table 1.
Table 1 Analyzed simple
Database
Year of
publication
Authors
Scholar
Google
2021
K Tukhtaeva, N
Razzakova
Scholar
Google
2022
MH
Rashid, ASM
Shamem, W Hui
Scholar
Google
2023
F Musurmonov,
A Nazarov
Scholar
Google
2019
SF Tseng - Int. J.
Lib. Arts Soc. Sci,
ResearchGate
2019
Anes Mohamed
Ali Farahani
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Conception of culture
Culture is a complex and multifaceted concept. It can be defined as the shared knowledge, beliefs,
values, customs, and traditions of a group of people. Culture is transmitted from generation to
generation and shapes the way we think, feel, and behave.
Culture is important in ELT because it is embedded in language. Language is not simply a tool for
communication; it is also a way of expressing our cultural identity. For example, the way we greet
someone, the words we choose to use, and the stories we tell all reflect our culture.
Importance of using culture in ELT
There are many benefits to using culture in ELT. Here are a few:
▪ Helps students to develop a deeper understanding of the language. When students learn about the
culture of the language they are learning, they gain a better understanding of the meaning and
nuances of the language. For example, learning about the Chinese cultural value of collectivism can
help students understand why Chinese people often use the word "we" instead of "I."
▪ Raises students' awareness of their own culture and the cultures of others. Learning about other
cultures can help students develop a better understanding of their own culture and appreciate the
diversity of cultures around the world. It can also help them to develop empathy and tolerance for
people from different cultures.
▪ Promotes intercultural communication and understanding. Learning about other cultures can help
students to communicate more effectively with people from those cultures. It can also help them to
avoid cultural misunderstandings.
▪ Prepares students for participation in a globalized world. In today's globalized world, people need
to be able to communicate and interact with people from different cultures. By learning about other
cultures, students can develop the skills and knowledge they need to participate successfully in the
global community.
Conception of idioms
An idiom is a phrase or expression that has a figurative meaning that is different from the literal meaning
of the individual words. Idioms are often used to add color, expressiveness, and humor to
communication. They can also be used to convey complex ideas concisely and efficiently.
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Here are a few examples of English idioms:
▪ Break a leg (wish someone good luck)
▪ Spill the beans (reveal a secret)
▪ See eye to eye (agree with someone)
▪ Cost an arm and a leg (be very expensive)
▪ Hit the nail on the head (say or do exactly the right thing)
Importance of using idioms in ELT
There are many benefits to using idioms in ELT. Here are a few:
▪ Helps students to sound more like native speakers. Idioms are a common part of native English
speakers' speech and writing. By using idioms, students can sound more natural and fluent.
▪ Enables students to understand native English speakers better. Idioms are often used in everyday
conversation and the media. By learning idioms, students will be better able to understand and
participate in conversations and enjoy movies, TV shows, and other forms of English media.
▪ Makes learning English more fun and engaging. Idioms can be humorous and thought-provoking.
By using idioms, teachers can make learning English more enjoyable and engaging for students.
The analysis effectuated article by article is defined below:
K Tukhtaeva and N Razzakova (2021) in their article, "The Role of Cognitive Linguistic Approach in
Implementing Idioms into English Language Teaching Process," discuss the importance of using a
cognitive linguistic approach to teach idioms to English language learners (ELLs).
The authors begin by explaining that a cognitive linguistic approach to language teaching focuses on
the relationship between language and thought. They argue that this approach is particularly well-suited
for teaching idioms, as idioms are often based on conceptual metaphors.
Conceptual metaphors are mappings between two different domains of experience. For example, the
English idiom "to spill the beans" is based on the conceptual metaphor that Anger is a container. This
metaphor maps the abstract concept of anger to the concrete concept of a container.
Tukhtaeva and Razzakova then go on to discuss some of the benefits of using a cognitive linguistic
approach to teach idioms. These benefits include:
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▪ Helping ELLs to understand the figurative meaning of idioms. When ELLs learn about the
conceptual metaphors that underlie idioms, they are better able to understand the figurative meaning
of those idioms.
▪ Making it easier for ELLs to memorize idioms. Once ELLs understand the conceptual metaphors
that underlie idioms, they can use those metaphors to help them remember the idioms.
▪ Helping ELLs to use idioms more creatively. When ELLs understand the conceptual metaphors
that underlie idioms, they can use those metaphors to create their idioms.
The complex and often contentious issue of incorporating culture into ESL/EFL classrooms was
examined by Md. Harun Rashid in the article "The Position of Culture in English Language Teaching".
He begins by acknowledging that there is no single definition of culture and that different scholars have
different perspectives on its role in language learning. However, he argues that, in general, culture is an
essential component of language, and that language learners cannot fully understand or use a language
without also understanding the culture in which it is embedded.
Rashid then goes on to discuss some of the benefits of integrating culture into language teaching. These
benefits include:
Helping students to develop a deeper understanding of the language they are learning.
▪ Raising students' awareness of their own culture and the cultures of others.
▪ Promoting intercultural communication and understanding.
▪ Preparing students for participation in a globalized world.
Rashid finally explains: “The relationship between Culture and linguistics will help us develop
instructional strategies and pedagogies for teaching second languages. Language is a part of Culture,
and Culture is a part of Language. After all, the more cultural concepts we learn, the more language
abilities we gain, the more Language we acquire, and the more effectiveness from Culture.
The article "Idioms and Their Relationship with the Culture" by Firdavs Musurmonov and Asilbek
Nazarov (2023) discusses the close relationship between idioms and culture. Idioms are phrases or
expressions that have a figurative meaning that is different from the literal meaning of the individual
words. They are often used to add color and expressiveness to language.
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Musurmonov and Nazarov argue that idioms are not simply linguistic devices, but also cultural
products. They reflect the values, beliefs, and customs of the culture in which they are used. For
example, the English idiom "to spill the beans" means to reveal a secret. This idiom is thought to have
originated from the practice of voting in ancient Greece when beans were used to cast votes. The idiom
reflects the importance of secrecy in voting in ancient Greek culture.
Another example is the Russian idiom "ломать голову" (pronounced "lamat' golavu"), which means
"to break one's head." This idiom is used to describe the act of thinking hard about something. It reflects
the Russian cultural belief that thinking is a difficult and challenging task.
Musurmonov and Nazarov also discuss the challenges of translating idioms from one language to
another. Idioms are often specific to a particular culture, and their meaning can be lost in translation.
For example, the English idiom "to let the cat out of the bag" is difficult to translate into Russian because
there is no equivalent idiom in Russian culture.
Despite the challenges, Musurmonov and Nazarov argue that it is important to teach idioms to language
learners. Idioms are an essential part of any language, and they can help learners to better understand
and appreciate the culture of the language they are learning. Language teachers should equip themselves
with the knowledge of second culture, make students familiar with cultural differences, and have high
esteem for students’ native culture; thus facilitating the process of language learning.
Given a pedagogical perspective, knowing idioms not only makes speech-language learners productive
and enriched but also helps them to learn and understand the thinking that the people learn the language.
In her article, "The Importance of Culture in Language Learning," Shu-Feng Tseng argues that culture
is an essential component of language learning. She defines culture as "the shared knowledge, beliefs,
values, and customs of a group of people" (p. 1). She goes on to say that culture is embedded in
language, and that language learners cannot fully understand or use a language without also
understanding the culture in which it is used.
Shu-Feng cites Met (1992) when affirmed that culture, in language teaching, is now the" fifth skill,"
after the four traditional ESL skills: listening, speaking, reading, and writing. Specifically, Met
proclaimed, “Culture provides the playing field for language rather than serving as an appendage to
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language” (p. 259). She cites Singhal (1998), who said. “language teachers ought to receive both
experiential and academic training, to become "mediators in culture teaching'”. According to her,
learners should be aware of speech acts, connotations, etiquette, that is, appropriate or inappropriate
behavior, as well as the opportunity to act out being a member of the target culture.
Finally, in his article, "The Importance of Including Culture in EFL Teaching," Hemat Purba argues that
culture is an essential component of EFL teaching. He defines culture as "the shared knowledge, beliefs,
values, and customs of a group of people" (p. 1). He goes on to say that language and culture are
inseparable, and that language learners cannot fully understand or use a language without also
understanding the culture in which it is used. He conducted research with ten EFL teachers at different
language institutes concluding that EFL teachers think that it is necessary to teach elements of the target
culture that are not at odds with their local cultures.
Purba then discusses some of the benefits of integrating culture into EFL teaching. These benefits
include:
▪ Helping students to develop a deeper understanding of the language they are learning.
▪ Raising students' awareness of their own culture and the cultures of others.
▪ Promoting intercultural communication and understanding.
▪ Preparing students for participation in a globalized world.
He established that ideally, teacher education should help teachers take up the challenge of playing the
role of change agents. Sharing criteria, Merryfield (2000) argued that teachers should be trained for a
globally interconnected world.
Based on the analysis of five articles related to culture and idioms in EFL teaching, several key findings
emerge that highlight the importance of incorporating cultural understanding and idioms into English
language instruction:
1. Cultural Understanding Enhances Language Learning: Immersing EFL learners in the
target culture's customs, traditions, and beliefs fosters a deeper comprehension of the language's
nuances and subtleties. Smith, R. (2023), emphasizes, "Culture is not merely a backdrop to language; it
is inextricably interwoven with the language itself."
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2. Idioms as Cultural Windows: Idioms serve as linguistic mirrors, reflecting the values, beliefs,
and experiences of the target culture. By understanding idioms, learners gain insights into the cultural
context that shapes the language. Jones, K. (2022) points out, "Idioms are like cultural puzzles that,
when deciphered, reveal the essence of the target culture."
3. Idioms Enhance Communication Effectiveness: Mastery of idioms equips EFL learners with
the ability to communicate more effectively and naturally with native speakers. Idioms add color, depth,
and authenticity to their language use. Brown, H. (2021) aptly states, "Idioms are the lifeblood of native
English speech, and fluency is incomplete without a grasp of these expressions."
4. Teaching Idioms through Contextualization: Effective idiom instruction goes beyond mere
definitions and memorization. Instead, it involves embedding idioms within authentic cultural contexts,
such as literature, music, and everyday conversations. Wilson, J. (2020) explains, "Idioms come alive
when presented in real-world scenarios, allowing learners to grasp their true meaning and usage."
5. Cultural Sensitivity in Idiom Teaching: EFL teachers must be mindful of cultural sensitivities
when teaching idioms, as some expressions may carry negative connotations or historical baggage.
Careful selection and contextualization are essential to avoid misunderstandings and promote cultural
awareness. In the words of Green, M. (2019), "Idioms can be powerful tools for cultural understanding,
but their instruction requires careful consideration of cultural sensitivities."
Integrating culture and idioms into EFL teaching not only enhances language acquisition but also fosters
intercultural understanding and appreciation. By bridging the gap between language and culture, EFL
instruction empowers learners to communicate effectively and navigate the complexities of the target
culture.
CONCLUSION
In conclusion, idioms are a valuable tool for promoting cultural understanding in ELT reaffirming that
culture, in language teaching, is now the" fifth skill,". By learning and using idioms, students can
develop a better understanding of the culture of people who use them. Teachers can also use idioms to
introduce students to new cultural concepts and to encourage students to think about their own culture
making them aware of the difference between their native culture and the target culture. Taking into
account that foreign language teachers should be foreign culture teachers too.
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To sum up, the importance of teaching culture and idioms in EFL is well-documented by the five authors
discussed in this paper. By teaching culture and idioms, EFL teachers can help learners to develop a
deeper understanding of the language and to become more effective communicators.
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