INTEGRATING LINGUOCULTURAL APPROACHES IN TEACHING ENGLISH IDIOMS TO UZBEK EFL LEARNERS
https://doi.org/10.5281/zenodo.19649141
Kalit so‘zlar
linguocultural approach, idioms, EFL, cultural competence, English language teachingAnnotasiya
This article explores the integration of linguistic and linguocultural approaches in teaching English idioms to Uzbek EFL learners. Idioms are examined not only as fixed lexical expressions but also as units that reflect cultural experience, national mentality, and patterns of figurative thinking. The paper focuses on the specific difficulties learners face when dealing with idiomatic language, including literal translation, misunderstanding of context, and limited cultural background knowledge. It also highlights several practical teaching techniques such as contextual explanation, comparison with native-language expressions, visual associations, and communicative classroom tasks. The study argues that a linguocultural approach makes idioms more understandable, memorable, and functionally useful in real communication. As a result, students improve not only their vocabulary and speaking skills but also their intercultural awareness and ability to interpret meaning more naturally in authentic English discourse.
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