The Effect of Teaching Strategies for Idiomatic Expressions on Their Comprehension and Acquisition among Arabic Language Learners as Non-Native Speakers: An Experimental Study

Abstract

Idiomatic expressions are among the most culturally rich and linguistically challenging aspects of any language. For learners of Arabic as a foreign language, these expressions pose significant difficulties, particularly when taught using traditional methods that neglect cultural and contextual dimensions. This study explores innovative teaching strategies designed to facilitate the acquisition and usage of Arabic idioms by non-native speakers. The study aimed to measure the effect of a set of diverse instructional strategies on improving learners’ comprehension and use of these idiomatic expressions. The study aims to improve learners’ idiomatic competence by integrating visual aids, cross-linguistic comparisons, semantic fields, and contextual illustrations. An experimental design was implemented involving 40 students divided into two groups: an experimental group exposed to the proposed strategies, and a control group taught through conventional methods. Instruction was delivered over 14 days, followed by a comprehensive assessment. Findings indicate a substantial improvement in the experimental group, which scored 92.1% compared to 67% in the control group. These results highlight the effectiveness of using visual and contextual tools in teaching idioms, showing a clear enhancement in learners' comprehension and ability to use idiomatic expressions accurately. The study concludes that teaching Arabic idioms effectively requires varied, culturally informed, and interactive strategies that go beyond memorization and translation. It recommends incorporating visual media, language games, and practical applications to promote deeper linguistic fluency and more natural communication.