Idioms in Transit: Investigating the Effectiveness of Translation-Based Teaching Methods in EFL Settings

Abstract

This research evaluates the benefits of translation teaching techniques in EFL classrooms, particularly in terms of idiomatic expressions, comprehension, and learning. Idioms in EFL courses pose significant challenges for learners because they require proper contextual usage and translational meanings of familiar cultural and linguistic phrases. Many language learners complain about the regular issues that arise from using translation techniques with their first language. This research aims to develop alternative methods that overcome language and cultural barriers during the learning of idiomatic expressions. This study examines the academic value of using translation assumption instruction for idioms, allowing researchers to investigate its effects on memory retention, contextual practice, and cultural competence through scholarly research. Generally, it is assumed that language students understand language more effectively when taught through translation methods, creating a setting that facilitates interpretation. However, it does not stand true entirely as the effectiveness of translation-dependent strategies relies on having appropriate instructions for students and comparable cultural backgrounds between target and source languages. Hence, this paper presents translation, communicative, and contextual approaches as optimal strategies for international students to learn idioms in English as a second language. The research provides essential information about EFL language learning, thereby enhancing existing discussions on the implementation of translation in educational settings.