PEDAGOGICAL STRATEGIES FOR ENHANCING PHRASEOLOGICAL COMPETENCE OF ENGLISH LANGUAGE LEARNERS

Abstract

This article explores the critical role of phraseological competence in second language acquisition (SLA), particularly focusing on English Language Learners (ELLs). Phraseological competence, encompassing the knowledge and use of idiomatic expressions, collocations, and fixed phrases, is fundamental for achieving fluency, coherence in communication, and a deep understanding of cultural nuances. Despite its importance, ELLs face significant challenges in acquiring this competence, largely due to cultural differences, the literal interpretation of phrases, and the vast, constantly evolving nature of phraseology in English. Addressing these challenges, the paper reviews effective pedagogical strategies aimed at enhancing phraseological competence among ELLs. Strategies include teaching phrases in context, thematic instruction, employing multimodal resources, encouraging active language use, collaborative learning, and explicit instruction with feedback. The effectiveness of these approaches is supported by empirical studies, highlighting improvements in learners' phraseological understanding, fluency, and overall language proficiency. This paper contributes to the SLA field by providing insights into overcoming the specific obstacles ELLs encounter in phraseological learning and by outlining comprehensive strategies that foster a more engaging and effective language learning experience.