SEMANTIC ANALYSIS OF IDIOMATIC EXPRESSIONS IN ENGLISH: IMPLICATIONS FOR ESL TEACHING

Abstract

This study investigates the semantic analysis of idiomatic expressions in English and examines their implications for language teaching in English as a Second Language (ESL) contexts. A total of thirty idiomatic expressions were randomly selected from novels, newspapers, online media, and conversational discourse. These idioms were analysed using the operational (contextual/functional) approach, which considers meaning not merely as a matter of dictionary definition but as something constructed through use and situated context. The findings reveal that idioms perform multiple functions in communication: they condense cultural knowledge, express attitudes indirectly, add humour, and convey pragmatic force. However, their figurative nature poses serious learning challenges for non-native speakers. The study concludes that the teaching of idioms should be embedded in context-driven activities that highlight cultural meaning and communicative purpose. Recommendations include integrating idioms into classroom dialogue, using drama and role-play to demonstrate pragmatic use, and encouraging learners to document idioms from real-life interactions.