Ali Jahangard - Assistant Professor at Sharif University of Technology
Mozhgan Sedaghatkar - M.A. from Sharif University of Technology

Idioms are inseparable parts of teaching English as a foreign language and have an influential role in improving a learner s communicative competence. However, these idiomatic expressions are not appropriately catered for in many English classes in Iran. The main reason might be the non-literal meanings of idioms that make them challenging and difficult to learn and teach. The present study aimed to investigate the effect of four prevailing teaching methods, i.e., translation, definition, etymology, and picture on the immediate and delayed retention of idioms. To meet this end, 12 0 EFL Iranian learners, among whom 3 0 y received idioms through definition, 3 0 received idioms through translation, 3 0 received idioms through picture, and lastly, 3 0 received idioms through etymology in their L1 participated in the study. 2 0 idioms were selected and taught to them in two sessions. Retention of the idioms was assessed immediately after the class and two weeks later. The findings showed that etymology and pictorial had a remarkably more positive influence on the immediate and delayed retention of the idioms.

immediate retention; delayed retention; learning idioms