From cultural meaning to mastery and proficiency

Learning, comprehending and using idiomatic expressions correctly and constantly may not only be linked to language; indeed, it is more related to culture. Due idioms do not require rules or specific patterns to be structured and their meaning is not literal but figurative they can be introduced in the same way vocabulary is presented, though, idioms are better learned by means of natural exposure since the speaker can easily contextualise them. Normally, in order to run a smoothly and sequenced learning process, language teachers are chiefly less worried about teaching idioms at first and more about teaching grammar, vocabulary and language aspects since these items may not be part of the language formally but part of the culture. Unless students have been exposed authentically and/or the teacher has presented the most common idiomatic phrases, regardless of the varieties of English, advanced learners (C1 and C2)1 get confused when taking examinations within these levels, speakers could know what the test is asking them for, but problems may arise since they are not able to know what it actually means, even, if the accurate and literal meaning of the words is deduced. Teachers that prepare students for this type of examinations should take into account several aspects of this subject. Firstly, considering idioms in advanced levels is as important as analysing any other type of language structure or vocabulary; language teaching may allow teachers to manage a sequenced free class so that they can present and encourage the usage of these as much as they can when appropriate.

Common European Framework of Reference for Languages

In the English language there are around twenty five thousand idioms (included all the English varieties), so teachers should present at least the amount of idioms he/she will consider to be necessary and useful for the class profile and thus fulfill the learners needs. Idioms depend on culture not necessarily in language; although some of them are used everywhere, what an idiom means in one region can be useless in another. Teachers must be aware that their learners understand the context being studied and the relationship it shares with their lives so that they can be familiarised with the language cultural background. Finally, proficiency and mastery are the adjectives describing the way a person listens, reads, speaks and writes a foreign language at advanced levels. Those skilled speakers who will take an examination within these ranges of dominance must have proficient knowledge of every language aspect, including idioms as well; it is important that teachers encourage their speakers to acculturate themselves in the language and use idioms appropriately and frequently so they can have more variety of communicative practice. Idioms are essential and meaningful in real life, they have a special place inside the socio-cultural background of the language; an important factor a foreign-language speaker should be accustomed.

Daniel Salvador Nuncio Sanmiguel August 11th, 2011 Monterrey, Mexico