Introduction

In 2020 we had the opportunity to develop an article regarding the presence of idioms in series and movies, in a project named English idioms in movies and series. Since this experience, our interest on this topic has highly increased. Idioms are a very interesting source of language, as stressed by Igreja (2006): “Idioms are bright, versatile and often bring “life” into speech. They are used to add style, set the mood […] and make an impact on listeners.” (p. 14). In fact, one of the motivations for us to carry out this research is that we acknowledged the relevance of idioms in daily language use. However, we had never analyzed the impacts of teaching idioms in the classroom. Hence, we proposed this study in order to find out what the contributions the teaching of idioms can offer to English learners and also to evidence that this language source should not be forsaken in language learning practices. Grounded on these interests this paper seeks to answer the following questions:

1. To what extent does teaching idioms in English contribute to students' learning process?
2. How do the participants evaluate their experiences with activities that relate language and culture?

We chose to develop a case study within a qualitative approach due to its interpretive principles strictly connected to our aims. Briefly, according to Brown & Rodgers (2002), a case study is designed to explore and describe the perceptions as well as viewpoints of teachers and students. Therefore, the data were collected through a questionnaire, a recorded class and interviews.

This study was conducted at the Centro de Línguas – CL, the UFG’s language center. For the chosen research topic, we decided to carry out the research in a level 4 group of English, for students are expected to have a wider vocabulary and more developed linguistic-communicative skills at this level. Based on our research questions, the qualitative approach fit our objectives and enabled us to discuss the data collected regarding unmeasurable phenomenon; it also led us to reflect about the participant’s viewpoints when submitted to a specific situation/topic in their learning environment, which should be part of people’s authentic routine.

Theoretical Background

Succinctly, culture is a set of behaviors, values and assumptions. According to Rossi (2021), “culture encompasses religion, food, what we wear, how we wear it, our language, marriage, music, what we believe is right or wrong, how we sit at the table, how we greet visitors, how we behave with loved ones and a million other things.” (p.1). In other words, culture teaches us how to communicate, how to think and how to perceive our surroundings.

What is more, language takes part in all features of human life. There are more than thousands of languages spoken around the world and many are the attempts to precisely define the concept of language, a discussion among linguists that has been going on for decades. However, Bakhtin (1992) defined language “as a social phenomenon of verbal interaction” (p. 123). Communication, expression of identity and emotional release are some of the social functions promoted by language use. It is through language that we develop social contacts and preserve our culture as well as create relationships and establish culture ties.

Likewise, it is commonly agreed upon the fact that, since the very beginning, culture has been embedded in language due to their intimate relationship. They have always influenced one another and keep on evolving together. Jian (2000), for instance, states that there has always been an interactive influence between language and culture and they cannot exist without one another as they “combine to form a living organism” (p.328). It leaves no doubt that they are inseparable, for if they are split apart, they are like a body without a soul. I strongly agree with Brown (1994) when he claims that there is an intrinsically relationship between language and culture, for “If they were separated the significance of either language or culture would be lost.” (p.165)

Thus, language conveys culture and plays a very important role in it; it is a culture carrier, as it helps not only to preserve culture but to spread it. Hale (1992) emphasizes that language expresses cultural systems, since they are constantly evolving, for “a living tradition implies change” (Hale, 1992, p. 41). Likewise, language is influenced and shaped by culture; it reflects culture. According to Jiang (2000): “language is the mirror of culture, in the sense that people can see a culture through its language.” (p.328). To summarize, this relationship is by all means a two- way street.

Furthermore, on the subject of this paper, an Idiom is a phrase which does not always follow the normal rules of meaning and grammar, and because of that defining or describing them in exact terms might not be an easy task. According to Lyons (1997), they correlate with many grammatical parts of speech such as verbs, nouns, adverbs and are said to be figures of speech (figurative language). There have been among scholars many attempts of defining idioms. Fowler (1996) emphasizes that an idiom is a phrase where the words together have a different meaning from the definitions of the individual words. Similarly, Irujo (1986b) stresses that idioms are “conventionalized expressions” whose meaning cannot be determined from the meaning of their parts (p. 288).

In fact, idioms are essential in order to keep the colorful cultural background of every language. As Larson (1984) states: “idiom carries certain emotive connotations not expressed in the other lexical items.” (p.142). Idioms reveal how language and culture are changeable, they undergo many changes throughout the decades and they reflect cultural elements such as the environment, religion, customs and habits, etc.

Idioms are part of every language, including the English language. They are a natural part of everyday discourse and occur very often. However, different surroundings provide different experiences which result in dissimilar cultures. Therefore, different languages express different concepts and realities in a way which is particular to one’s language. Hence, the majority of idioms have cultural associations, as Moon (1992) argues, idioms are likely to convey cultural insights and values. Over and above that, idioms are embedded in culture. They reflect the history, heritage and culture. As Cakir (2011) precisely states, idioms are the reflection of customs, cultural beliefs, specific features, social attitudes and norms of a society.

What’s more, idioms differ from place to place in the world due to the fact that the same concept or idea is distinct in different languages. For example, in England there is an idiom to refer

to something they are not really into: “It is not my cup of tea” (due to the culture of drinking a lot of tea every day). This idiom is different in Brazil: “Isso não é a minha praia” (due to the environment with many beaches and how Brazilians enjoy to spend their time there.) As idioms might reflect the surroundings where the speaker lives, there will always be contrasts between idioms from different places.

Additionally, some idioms cannot be understood by their literal meanings. For example, the idiom “break a leg”. If it is translated literally, it means something negative: breaking the lower part of the body. However, if we are aware of the cultural context, it has a positive meaning: Good luck! Some people believe that this idiom was created during Elizabethan times, when the audience would bang their chairs on the ground instead of applauding. When they really liked the performance, they would break the chair’s legs. Nowadays it is constantly used by actors and musicians before they go on stage to perform. To sum up, it is impossible to learn idioms apart from the cultural context.

When it comes to mastering a language, learning idioms is crucial, not only because it is an important language feature, but because people use them every day, they are not a separate part of the language from which one can choose either to use or not. As a matter of fact, they are an essential part of the general vocabulary of English. Idioms are of considerable importance in everyday language; thus, we cannot afford to neglect it. As Fernando (1996) stresses: “no translator or language teacher can afford to ignore idioms or idiomaticity if a natural use of the target language is an aim.” (p. 234.). Grasping the basics of English is a good start, but idioms help learners to explore the language in a more meaningful way. They broaden people’s understanding and manipulation of the language. According to Copper (1998), English speakers use around 356,720 idioms a year. It clearly states the importance of idioms in the daily language use of English as a second language learners.

For instance, teachers need to prepare their students to deal with linguistic diversity, exposing them to as many varieties of English as possible. It is important that educators develop a flexible attitude towards principles of usage and tolerance regarding English diversity. Kamm (2020) stresses that the widespread concept of 'proper English' or 'correct English' no longer has a place in the classroom. Another aspect that has to be obliterate is the native speaker role model, which consists in the imitation of the standard British model and American English, Gonzalez (2016) emphasizes that these ideologies promote an ideal native speaker as the perfect model for language proficiency and language teachers´ pedagogical ability as well as justify social sanctions for those students and teachers who do not fit in native-like credentials.

Nevertheless, when it comes to teaching English idioms, there are some challenges teachers have to face. However, no matter what, they should acknowledge the relevance of not turning a blind eye to this essential part of the language, as well as prepare themselves to perform this task. It is crucial that they inspire their students to become aware of the importance of the knowledge and usage of idioms. Neglecting such an important language feature implies in some problems regarding learner’s fluency. As most idiomatic expressions carry non-arbitrary meanings, being aware of the link between an idiom and its meaning is essential as teachers. Moreover, idioms should be included in English Language learning environments and teaching materials. In the same way that teachers of English should be trained to be aware of idioms and their cultural contexts in order to help their students to have a better understanding about it.

Since language and culture are intertwined, learners of English as an additional language can develop their speaking skills, acquire more vocabulary and learn more about idioms from being exposed to the target culture. In the same way, the more learners are aware of idioms and their meanings, the better their knowledge of the English culture will be. According to Hadley (2001), “cultural understanding must be promoted in various ways so that students are sensitive to other cultures and are prepared to live more harmoniously in the target-language community” (p. 91). Consequently, learners begin to understand the differences and similarities between the target language/culture and their first.

The BNCC (National Curriculum Common Base), a document which was made available in 2018 with the aim of providing policies and guidance regarding the school program in Brazil. This normative document envisages an equal way of teaching in the whole country, in other words, it aims to promote a more egalitarian access to knowledge in the Brazilian educational system. Besides providing instructions about how the school subjects should be taught, there are guidelines to support and orient teachers in the teaching/learning process. It provides a detailed view regarding what is essential throughout the student’s journey in order to provide a fulfilling experience. The BNCC leads teachers towards a practice focused on the use and practice of the language, so students are exposed to activities which improve their speaking, reading, writing and listening.

The BNCC also states that the English language enables learners to have access to new ways to engage and interact in a globalized world, as well as expand their opportunities. "It is this formative character that inscribes English learning in a conscious and critical perspective of linguistic education, in which the pedagogical and political dimensions are intrinsically linked" (Brasil, 2018, p. 241). According to the BNCC, English has to be taught in association with an emphasis on culture, social and identity aspects, so as to enable learners to identify similarities and differences between the English language and their mother tongue and local culture. They defend the following principles regarding this matter:

The proposition of the Intercultural dimension axis is born out of the understanding of those cultures, especially in contemporary society, are in continuous process of interaction and (re)construction. In this way, different groups of people, with interests, agendas and linguistic repertoires and cultural diversity, experience, in their contacts and interactional flows, processes of constitution of open and plural identities. This is the scenario of English as a lingua franca, and, in it, learning English implies problematizing the different roles of the English language in the world, its values, its scope and its effects on the relationships between different people and peoples, both in contemporary society and in a historical perspective. In this sense, the treatment of English as a lingua franca imposes challenges and new priorities for teaching, including the densification of reflections on the relations between language, identity and culture, and the development of intercultural competence. 4 (BNCC, 2019, p. 247, our translation).

In the following section, we will present the elements that composed our research context.

The Research context

With the aim of developing this research, we chose a level 4 group of students from the UFG’s Language Center, which was still facing the restrictions imposed by the 2020 covid-19 pandemic. Despite the limitations concerning the online teaching-learning context such as internet connect issues and virtual interactions, the Language Center welcomed our research proposal, and that was crucial for us to proceed with my study there. Both teaching and learning practices at the time were done synchronously and asynchronously. The former takes place in real time by means of Google Meet, a digital platform that allows students and teachers’ interactions by video calls. The latter refers to activities that students are supposed to do at home, such as their homework, extra readings, etc.

Even though the first author of this article was not the official teacher of the group in question, she was authorized to carry out the research activities. Throughout the data collection she was both the teacher and the researcher, and she could also count on her advisor’s guidance (the second author of this article) to design the lesson planning and the practical activities which focused on the presentation of diverse idioms of the English language. All the lessons explored the visual resources provided by Google Slides and the interactive pair or group work made possible by Breakout rooms in online contexts.

Regarding the steps taken before carrying out the study, initially, there were approximately twenty students in the classroom. In our first meeting with the group, the reasons for the study were explained and consent documents were handed out so that the interested students could officially enroll themselves as participants. Also, after receiving back the students’ permissions, a brief profile questionnaire was sent to their emails in order to find out about their background in the English learning process. The questionnaire was answered by 13 people, consequently, they were the only ones whose data are now used in this paper.

Moreover, the second research tool used was a recorded class which happened on October 9th, 2021, from 8 am to 09:30 am, which lasted 1h and 30 minutes, through the Google Meet platform. In the first stage of the class, students were showed some pictures and they were supposed to guess the idioms. Then, the concept of Idioms was discussed as well as why they are used and how to better learn them. In the last stage students were divided into groups with the task of finding out the origins and meanings of the idioms presented, for we purposefully chose examples from different English-speaking countries. It is noteworthy what Yin (2003a) claims when she emphasizes the importance of utilizing different data collection sources in one’s research since “using multiple sources of data allows researchers to “corroborate and augment evidence from other sources” (p. 87).

In addition, the third tool utilized in this study was a short-duration interview done with two male students. The interviewees were chosen among the ones who underwent all the procedures requested and participated actively in the class. For the purpose of this research, we decided to use a semi-structured interview since Longhurst (2016) points out that “although the interviewer prepares a list of predetermined questions, semi-structured interviews unfold in a conversational manner offering participants the chance to explore issues they feel are important.” (p. 143). Thus, the interview questions were prepared beforehand in order to comprehend the participants’ opinions regarding the subject studied.

With that in mind, it is important to highlight that due the pandemic some events happened differently from the usual teaching-learning process. Hence, the interviews with the participants were done online, and, unfortunately, it was not always possible to see or record all the participants reactions due to the fact that they kept their cameras off and some of them only participated in the class through the chat.

Data Discussion

Idioms are proved to be a rather interesting source of language as stressed by Igreja (2006). For the author, “idioms are bright, versatile and often bring “life” into speech. They are used to add style, set the mood […] and make an impact on listeners.” (p. 14). Hence, another aspect that raises interest towards idioms is the fact that they are constantly present in English speakers’ daily lives, therefore, movies, series and books are filled with them. Thus, during the class and the interview, the case study participants revealed that they had already had contact with idioms through the sources mentioned in this paragraph. For instance, Docinho affirmed having seen idioms before in a tv series:

Excerpt 01
Docinho:Aham, at Friends
(Source: recorded class)

Moreover, many teachers and course programs, for different reasons, choose not to take this language feature into the classroom, so, when the study participants had the opportunity to learn more about idioms, they truly engaged with them. According to Irujo’s (1986) research, idioms were either omitted from English textbooks or were only present in vocabulary chapters, without any activities that could lead students to remember their meaning or master their usage. In general, when carrying out the study in the group researched, it was possible to notice that students had little knowledge regarding idioms, some of them only knew idioms in Brazilian Portuguese as we can see in Myrella’s answer in excerpt 02, when she was asked if her English background included idioms in English:

Excerpt 02
Myrella: No, only in Portuguese.
(Source: recorded class)

Furthermore, we learned from their previous answers that the groups’ knowledge on idioms was shallow. Hence, when the participants were asked if they had the opportunity to work with idioms in an educational setting before, some of them denied having this experience, as we can see in excerpts 03, 04 and 05:

Excerpt 03
Myrella: Noo.
(Source: recorded class)

Excerpt 04
Docinho: No.
(Source: recorded class)

Excerpt 05
Anastácia: No.
(Source: recorded class)

What is more, due to the remote teaching set during the pandemic, teachers had to struggle a lot when it came to encouraging students to interact with one another. It was hard to know if the students were paying attention since not all of them turned on their cameras, and it was even harder to make some of them use the microphone. Based on that, we feared that the same could happen to during the data generation. However, most learners satisfactorily took part in the activities proposed, some of them through their microphone and others through the chat. Not only were the students willing to engage in all the stages, but enthusiastically accomplished the tasks required. In the first activity proposed, the students were shown pictures related to the following idioms: ‘like a fish out of water’, ‘it is not my cup of tea’ and ‘a bird in the hand is better than two in the bush.’. Then, they were elicited the idiom that best fit to the pictures presented. Even though it was students’ first contact with those idioms in English, they came up with different guesses until finding the correct one, which demonstrated how engaged they were, as reported in excerpt 06 in Myrella’s guess to the picture related to the idiom ‘it is not my cup of tea’, in excerpt 07 in Isabelle’s answer to the picture related to the idiom ‘like a fish out of water’, in excerpt 08 in Docinho’s guess about the picture related to the idiom ‘a bird in the hand is better than two in the bush.’ And finally in excerpt 09 we have Felps’ answer to the same picture as Myrella, see below:

Excerpt 06
Myrella: it means ‘No, thank you.’
(Source: recorded class)

Excerpt 07
Isabelle Melo: it means ‘I have to go.’
(Source: recorded class)

Excerpt 08
Docinho: its means ‘It’s better a bird on the hand.’
(Source: recorded class

Excerpt 09
Felps: it means ‘Thanks.’
(Source: recorded class)

Afterwards, the students were divided into four groups and led to the Breakout Rooms offered by GoogleMeet, and there they had to discuss and share information on a specific idiom’s meaning, origin and usage. Hence, in this part, even those students who had not engaged before in the main room joined the discussion. As Liontas (2017) emphasizes “students should also be encouraged to work in groups or as a class in order to discover idiomatic meanings” (p.13). Therefore, after discussing idioms in small groups, students went back to the main room in order to share the information they had gathered. In excerpt 10, Lucio told his classmates a sentence his group had created to exemplify the use of the idiom ‘An apple does not fall far from the tree.’. The same activity can be seen in excerpt 11 when Gênio uses the idiom ‘as fake as a tree dollar bill’ into context. See below:

Excerpt 10
Lucio: I think one expression can be oh he plays soccer very well, aí o cara responde ele: Yes, the apple don’t fall far from the tree.
(Source: recorded class)

Excerpt 11
Gênio: A sentence can be too a politician are as genuine as a tree dollar bill?
(Source: recorded class)

Moreover, in the remaining class time, students were led to get to know idioms from different cultures such as Indian, Australian, and Canadian ones, as a way of introducing students to English-speaking cultures they do not frequently hear about. According to the BNCC (2019), students have to learn linguistic repertoires of English used in different countries and even those used by diverse social groups within a country. This practice will help students to recognize linguistic diversity as a right and to value the heterogeneous uses of English.

Thus, during the observation it was possible to realize that one of the main reasons for students to engage themselves in activities regarding idioms was CURIOSITY. Hence, among the questions they asked and their discussion, they were mostly curious about the meanings, contexts and the cultures connected to the idioms presented. In excerpt 12, for instance, Panda shared with the group the interesting fact that there are even idioms which are specific from the black American culture:

Excerpt 12
Panda: There are many that, for example, only black people use.
(Source: recorded class)

To sum up, the data indicate that idioms are very effective when it comes to attracting people´s curiosity. However, as they are not an easy part of the language, some learners end up being frustrated when they fail to grasp their meanings. Nevertheless, as a matter of fact, bringing up this ‘topic’ in the classroom can often be highly positive for students, as they get used to them and therefore learn them effectively.

As idioms are frequently used by English speakers, the need of inserting this language element in the classroom has become evident, especially if communication is an aim. Hence, in order to master the English language, learners need to enrich their vocabulary knowledge. Knowing the ‘basics’ of English is not enough if learners intend to communicate in a creative and effective way. However, this is not a matter of sounding fancy; it is a matter of being prepared for real life conversations and use the language accurately. Therefore, through the teaching of idioms students can improve the vocabulary they already have as well as acquire new one. Ambrose (2008) stresses that ‘since vocabulary and culture are intertwined, L2 speakers can gain more vocabulary through idioms and conversely, can learn more about idioms from being exposed to the target culture. (AMBROSE, 2008, p. 181)

Thus, while knowledge on idioms is not mandatory in order to communicate, they absolutely show that someone is experienced as a speaker/user of English. Rather than saying “I am extremely happy”, they could say: ‘I am on cloud nine’, which is more complex and interesting. According to Strutz (1996), “no one can be said to be really proficient in a language until he or she possesses an ‘idiomatic’ control of it” (p. vii). In fact, we shall lay emphasis on the fact that through idioms the study participants acknowledged new ways of expressing themselves and, consequently, new ways to promote vocabulary expansion. For instance, Felps expressed his feelings regarding bad jokes using the idiom ‘like a fish out of water’ in excerpt 13:

Excerpt 13
Felps: I feel like a fish out of water when I say a bad joke.
(Source: recorded class)

As a matter of fact, we can affirm that a significant knowledge of idioms will help students become better speakers. As Fernando (1996) implies, “no translator or language teacher can afford to ignore idioms or idiomaticity if a natural use of the target language is an aim.” (p. 234.).

Throughout the class, the participants revealed their comprehension of the idioms they did not know before, and actively put them into practice when they were required as shown in excerpt 14 in which Winter explains how to accurately use the idiom ‘Don’t count your chickens before the eggs are hatched’:

Excerpt 14
Winter: Like in a race you can’t celebrate before finish line, like you count on money before you receive it.
(Source: recorded class)

As it could be observed in this class, one important benefit the teaching of idioms offers is that through the learning process, students not only learn new idioms, but they also take part in searching and reading practices. For instance, in the main activity, each group was given an idiom and students were supposed to find out specific information regarding that idiom, such as its origin, meaning and how it could be accurately used in a social context. As a result, they searched for details on the internet and found out interesting information and interpretations which enriched their discussion.

What is more, learners will always come across idioms when they read, so, knowing them will not only improve their reading comprehension, but it will also make their reading experience more enjoyable. Additionally, in excerpt 15, Rodrigo Assis, reported an interesting story he had read during his search regarding the idiom ‘as fake as a three-dollar bill’.

Excerpt 15
Rodrigo Assis: In the Wikipedia the story of the sentence… I find a promotional fake United States currency is talking about a three-dollar bills. Tipo um joke…
(Source: recorded class)

In Harmer’s perspective (1998), any type of exposure to English is pertinent for language students. In this case, while searching for idioms, students can also benefit from exercising the reading skill. Notwithstanding, learning an additional language is often intertwined with learning an additional culture. Being able to teach both language and culture at the same time is one of the privileges linked to the teaching of idioms. As Hadley (2001) argues, “cultural understanding must be promoted in various ways so that students are sensitive to other cultures and are prepared to live more harmoniously in the target-language community.” (p. 91).

Undoubtedly, Idioms have the power to convey cultural information. Yet, in order to understand them, one sometimes needs to know the cultural features embedded in them as well as

their origins. That is why, the students were asked to search the idioms’ origins so as to make them also learn the cultural backgrounds involved in their use. For instance, in Excerpt 16 and 17 both Ana and Myrella had to provide the origin of the idioms that their groups researched:

Excerpt 16
Ana: I think Celline told us that the expression is from the United States.
(Source: recorded class)

Excerpt 17
Myrella: It is American, I guess.
(Source: recorded class)

Furthermore, when students were asked if they knew the story behind the idiom ‘It is a piece of cake’, they were surprised when told that it originated after a battle the British army fought, which was considered easy. Therefore, it is crucial to lay emphasis on how indispensable it is for English teachers to have satisfactory knowledge on the target culture so that they can pass it on to their students and enrich their learning process. Becoming aware of how the target language community makes use of idioms is a relevant step towards becoming more familiar with English and its cultures.

We also took into consideration some English-speaking countries students might not always learn about in the classroom context. With the aim of demystifying the dichotomy American English versus British English, we brought into class diverse idioms from Ireland, India, Australia and Canada, such as: ‘Are you still riding the goat’ (Are you in a relationship with that person?) – from India; ‘He/she is mad as a cut snake’ (He/she is crazy) – from Australia; ‘Birds of a feather flock together’ (People of the same sort or with the same tastes will be found together) – from Canada; ‘Don’t count your chickens before the eggs have hatched’ (Don’t count on something that has not even happened yet.) – from Ireland. In bringing these idioms used in less discussed cultures where English is the official language, students were exposed to new knowledge and this sparked their curiosity towards other sociocultural contexts. By exercising this sort of reflection, learners could deconstruct the myth of only two Englishes, the British and the American ones. According to the BNCC (2019),

The uses made of it (language) by speakers around the world, with different linguistic and cultural repertoires, are welcomed and legitimized, which makes it possible, for example, to question the view that the only “correct” English – and to be taught – is that spoken by Americans or British. (BNCC, p.241, our translation).

Idioms are based on cultural aspects and on the environment in which the speakers are inserted, therefore, there are specific idioms for each culture. However, when comparing Brazilian Portuguese and English we realize that there are many similar idioms that can be found in both, some with smaller differences than others. For this reason, we should lay emphasis on how learning idioms can also work as a way of leading students to compare languages and cultures and bring awareness to similarities and differences. As a matter of fact, as soon as students faced the idioms and learned their meanings, they began to make comparisons. For instance, the idiom ‘It is a piece of cake’ (It is really easy) has a meaning that is similar to the Brazilian Portuguese idiom ‘É mamão com açúcar’ (It is like papaya with sugar), the comparison above was made in class by Panda in excerpt 18 and later on commented in the interview by Dudu in excerpt 19:

Excerpt 18
Panda: It´s like “mamao com acucar” (Source: recorded class)

Excerpt 19
Dudu: Interessante que eu acho que na nossa, no português é o equivalente a essa seria mamão com açúcar né, alguma coisa do tipo e se for traduzir ao pé da letra pedaço de bolo ficaria, é não faz sentido.
(Source: Interview)

In summary, comparing students’ first language idioms with the ones in their target language is likely to raise learners’ awareness about the cross-linguistic variations, making it easier for them to assimilate the target language.

Experiences with lessons on idioms

To begin with, the participants Felps and Dudu, who agreed to participate in the online interview, were asked five questions and both their interviews lasted less than 10 minutes. The first question asked was: How was your experience in having a class exclusively to the teaching of idioms? According to Felps’ opinion it was an interesting experience, as we can see in except 20:

Excerpt 20
Felps: Pra mim foi bem interessante eu nunca tinha dado essa atenção para as expressões idiomáticas e sendo que eu já tinha escutado várias e eu nunca tinha percebido né reparado que eram expressões idiomáticas próprias de outros lugares.
(Source: Interview)

Copper (1998) stresses that English speakers use around 356,720 idioms a year. It is clear that the fact that idioms are highly used in daily language use make them an indispensable knowledge for those who want to master the language. In excerpt 21, Dudu talks about his experience and mentions how idioms are hardly ever present in the English classes:

Excerpt 21
Dudu: Eu achei que pra mim foi bem diferente, bem instrutivo porque é um assunto que não é muito falado nas aulas de inglês né, então eu achei que agregou bastante para o aprendizado de quem tá querendo aprender outra língua.
(Source: Interview)

Once more, it noteworthy how knowing idioms and mastering their usage can positively affect learners of English. They frequently see idioms being used in series and movies, for instance, and they also believe are able to understand the situation when they actually might have not, as idioms can have different meanings from the words in the sentence. Thus, teaching idioms in educational settings can avoid learners undergoing misunderstandings.

Felps and Dudu agree that the learning experience involving idioms contributed to their learning of the English language. Fernando (1996) emphasizes that “no translator or language teacher can afford to ignore idioms or idiomaticity if a natural use of the target language is an aim.” (p. 234.). In excerpt 22, Dudu answers the question: Do you believe that learning idioms contributed to your learning? After that, in excerpt 23, he stresses the importance of idioms in order to enable natural conversation, as we can see below:

Excerpt 22
Dudu: Eu acredito, porque como eu te disse eu não conhecia muitas expressões, eu ainda não conheço muitas assim, mas, deu pra ter uma noção né de quantas expressões idiomáticas existem e como elas se diferem de outras expressões idiomáticas de outras línguas.
(Source: Interview)

Excerpt 23
Dudu: Sim eu acredito porque é através desse aprendizado que o estudante de outra língua, de língua inglesa no caso, vai poder por exemplo se ele for fazer uma viagem, vai poder conversar assim de forma natural com um nativo. Entendeu? [...] Eu acho que o principal alvo do estudante que tá querendo aprender a língua é realmente poder conversar com alguém nativo dessa língua.
(Source: Interview)

Significantly, after being exposed to a learning experience grounded on idioms, both participants expressed interest in keeping on learning about idioms. Felps stressed his interest in excerpt 24:

Excerpt 24
Felps: Com certeza, agora depois dessa aula eu fiquei bem mais interessado e eu acho que eu vou conseguir né prestar mais atenção quando eu ver seriados e filmes por exemplo nas expressões idiomáticas.
(Source: Interview)

When it comes to Dudu’s experience reported in excerpt 25, he also intends to keep on learning about idioms:

Excerpt 25 Dudu: Tenho bastante, porque eu achei legal, achei interessante, é, agregar mais esse tópico né no aprendizado, porque eu nunca tinha tido uma aula né, só de expressões idiomáticas, achei bem interessante, diferente.
(Source: Interview)

The intrinsic relationship between idioms and culture is undeniable. Moon (1992) argues that idioms are likely to convey cultural insights and values. According to Felps’ understanding, in excerpt 26, one does not exist without the other. Hence, he also mentioned an interesting habit we have here in Brazil, which is relating the Brazilian states with their specific idioms, as people from the state of Goiás say: ‘é pra acabar com os pequis de Goiás’ equivalent in meaning to the idiom ‘it was the last straw’:

Excerpt 26
Felps: Uma não existe sem a outra [língua e cultura], acredito que uma tá bem intrínseco entre a outra, tá bem ligado e são coisas importantes. Assim, por exemplo aqui a gente sempre relaciona é até nos outros estados relacionam coisas aqui com as nossas expressões idiomáticas, tipo para acabar o pequi de goiás ou quando a gente fala bão, que é uma expressão regional daqui, então eu acho que é bem importante essa relação entre os dois e tá bem ligado.
(Source: Interview)

In fact, Cakir (2011) stresses that idioms are the reflection of customs, cultural beliefs, specific features, social attitudes, and norms of a society. Thus, in Dudu’s perspective, in excerpt 27, idioms carry cultural identities from specific regions. Hence, he also mentioned how idioms relate to the identity of the place where the idiom was originated:

Excerpt 27
Dudu: Eu entendi que as expressões idiomáticas de certa forma é... traz alguma característica da identidade cultural de determinada região ou nação, porque eu acho que é algo tipo assim bem específico né da língua naquele lugar. E eu acho que pode haver expressões idiomáticas na gíria de interiores, de cidade mais do interior, longe de cidade grande, acho que isso remete muito a característica de identidade desse lugar.
(Source: Interview)

In fact, it does not take a long interaction with idioms for learners to realize how relevant they are for their language learning process, and how they are directly connected to the target culture, for this reason it is impossible to learn one without acknowledging the existence of the other.

Final Considerations

Two research questions were used in order to guide the development of this study:

1. To what extent does teaching idioms in English contribute to students' learning process?
2. How do the participants evaluate their experiences with activities that relate language and culture?

In order to answer the first question, we analyzed the recorded class and discussed students’ behavior and interaction. We also considered their answers in the questionnaire. Therefore, after analyzing the data, it is possible to affirm that teaching idioms revealed itself not only as a fundamental language source that learners can benefit from, but they are also a means through which they can improve their language skills, research abilities and autonomy. Hence, we believe that it was a relevant way of exposing students to the target culture as well as new cultures they are not usually aware of. Likewise, Goshkheteliani and Megrelidze (2013) stress that “in this way, an idiom is the key, which enables people to open the gate of the national culture, history, traditions and beliefs of different people.” (p. 1). Thus, among the findings, we can claim that working with idioms in educational settings can also spark students’ curiosity towards new cultures and keep them engaged in the activities.

Regarding the second research question, after doing the interviews and learning about the students’ perspectives, it was clear that having a class exclusively to the teaching of idioms was a highly positive experience for them, for they even highlighted their interest in keep on learning more about idioms. Students also expressed a positive attitude towards activities relating idioms and culture and had the opportunity to acknowledge the relevance of both. Moreover, we bore in mind the fact that some teachers and course plans tend to neglect idioms as we could learn from the students’ lack of knowledge on this matter. Most of them reported not having studied idioms before and that their only practice of them took place in informal settings, such as movies and series. Hence, we hope that this research can encourage language teachers to value all the benefits of teaching idioms, for instance, the enhancement of their students’ language learning process as well as the interactional opportunities that lead them to target-culture learning.

From that perspective, the study’s outcomes also point out to how idioms can influence students’ learning process in the classroom context. Among the findings, it is certain that one cannot effectively communicate without getting familiar with idioms’ use. Besides that, one cannot be said to have mastered the language without idiomatic knowledge. Idioms offer many advantages and one of them is enabling speakers to express themselves in a meaningful, colorful, creative and natural way. Teaching idioms in the classroom context and giving emphasis to their cultural background revealed an interesting way of promoting students’ learning, not only regarding the idioms themselves, but also helping them to improve their language skills.

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