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Liontas, John, Mannion, Patrick, Karagoz, Inanc. (1404). The Role of Idiomatics in L2 Acquisition: Insights from Arabic-Speaking Doctoral Students. پژوهش های میوه کاری, 13(2), 45-62. doi: 10.30466/ijltr.2025.121709
John I. Liontas; Patrick Mannion; Inanc Karagoz. "The Role of Idiomatics in L2 Acquisition: Insights from Arabic-Speaking Doctoral Students". پژوهش های میوه کاری, 13, 2, 1404, 45-62. doi: 10.30466/ijltr.2025.121709
Liontas, John, Mannion, Patrick, Karagoz, Inanc. (1404). 'The Role of Idiomatics in L2 Acquisition: Insights from Arabic-Speaking Doctoral Students', پژوهش های میوه کاری, 13(2), pp. 45-62. doi: 10.30466/ijltr.2025.121709
Liontas, John, Mannion, Patrick, Karagoz, Inanc. The Role of Idiomatics in L2 Acquisition: Insights from Arabic-Speaking Doctoral Students. پژوهش های میوه کاری, 1404; 13(2): 45-62. doi: 10.30466/ijltr.2025.121709

The Role of Idiomatics in L2 Acquisition: Insights from Arabic-Speaking Doctoral Students

Iranian Journal of Language Teaching Research
مقاله 4، دوره 13، شماره 2، مهر 2025، صفحه 45-62    اصل مقاله (686.25 K)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30466/ijltr.2025.121709
نویسندگان
John I. Liontas* 1؛ Patrick Mannion2؛ Inanc Karagoz3
1University of South Florida, Tampa, US
2Kansai Gaidai University
3Bartin University
چکیده
While extensive research examines second/foreign language (L2) learners’ proficiency in processing or producing 
idiomatic-figurative language (idiomatics), fewer studies have investigated L2 educators’ perspectives on idiomatics 
and teaching methods. This descriptive qualitative case study explored the beliefs and experiences of four native 
Arabic-speaking doctoral students enrolled in a Second Language Acquisition and Technology in Education program 
regarding idiomatics and related instructional approaches. Data were gathered through semi-structured interviews 
and analyzed using a three-phased thematic approach to identify discrete themes and subthemes. The findings 
indicate participants’ strong appreciation for instruction in idiomatics, emphasizing its perceived importance within 
language acquisition. They also shared instructional strategies to enhance learners’ idiomatic competence. The study 
suggests that greater emphasis on idiomatics in L2 education could enhance communicative competence and 
recommends incorporating contextualized, authentic, and multimodal approaches alongside opportunities for natural 
communication. These insights contribute to a growing body of research advocating for idiomatic competence as a 
critical, yet often underrepresented, dimension of communicative language teaching. They also highlight the need for 
language teacher education programs to address this area more explicitly. 
کلیدواژه‌ها
idiomatics؛ idiomatic competence؛ L2 acquisition؛ Arabic-speaking doctoral students؛ language teacher education
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