Maisa, Sridhar. , & Karunakaran, T. (2013). Idioms and Importance of Teaching Idioms to ESL Students a Study on Teachers Beliefs.

Asian Journal of Humanities and Social Sciences, 1. This research studies the relevance idioms have in language learning and teaching, how they improve ESL students communicative skills and how specific strategies helps students to use idioms in a real-like context. The subjects of the study were five languages teachers working at Undergraduate colleges at Hyderabad. Their beliefs on several aspects related to teaching, learning, and the importance of idioms for ESL students, as well as which strategies and materials were useful, were collected using questionnaires, which contain open and closed ended questions, and analyzed by comparing the five different answers the subjects gave. Therefore, a qualitative approach was applied in this research. The researchers concluded that, according to the teachers answers, ESL students must use idiomatic language if they want to achieve certain level of fluency; also, using strategies such as dialogues and stories are of great help to acquire idioms. This research is important to ours because it provides us with relevant information regarding in-service teachers beliefs about how to teach and the importance of idioms.

Saberian, N. (2011). Idiom Taxonomies and Idiom Comprehension: Implications for English Teachers. Theory and Practice in Language Studies, 1. The author in this paper presents a synthesis of the theory and debate regarding idioms. Several theorists and researchers interested in idioms (also referred to as Multi-Words Units) are cited, and their different views are discussed as well as contrasted in order to give a perspective on what has been told regarding idioms in different fields, such as linguistics and psycholinguistics. Firstly, the author talks over the different definitions of idioms and their different taxonomies, where it is described how these definitions along with classifications imply dissimilarities in the characteristics attributed to them. Then, the author connects the previously referred categories to diverse models L2 idioms processing, where the dichotomy of figurative and literal meaning is discussed, also, proposals concerning the influence of the L1 on the interpretation and acquisition of L2 idioms. The topics embodied in this article provide our research with theoretical background on the linguistic and psycholinguistic aspects of idioms, which allow us to design our model with strong theoretical bases.

Rodriguez, J. k. , & Winnberg, H. (2013). Teaching Idiomatic Expressions in Language ClassroomsLike the Icing on the Cake. Malm hgskola. The purpose of this research was to analyze which teaching approaches and methods best fit when it comes to teach idioms. It was carried out by reviewing the work of several different authors and comparing their proposals. The first step was to discuss the diverse definitions of idioms, showing their similarities as well as their characteristics at different levels. Then the authors discussed the importance of learning idioms when learning a second language, they

specially mentioned the need of teaching idioms in schools, more specifically in the Swedish context. After that, the concepts of method and approach were clarified, to then, review several methods with the intention of analyzing their suitability when teaching idioms. At the end the authors concluded that students benefit from applying different methods in the classroom, also that students can benefit from by mixing procedures. This paper is relevant to our study as it advices on which types of approaches, methods and procedures are favorable for teaching idioms.

Espinal, M. T., Mateu, J. Classes of Idioms and their Interpretation. Universidad Autnoma de Barcelona. Since idioms are a quite complex subject matter when teaching a second language, distinguishing among different types of them and their relations to a culture, is important for teachers to develop strategies in how to give instruction through plans and practices. At that stage, this source is useful when dealing with concepts of idiomatically combining expressions and idiomatic phrases, which are crucial on the ongoing learning process. Idiomatically combining expressions are the ones that can be related to a literal meaning. For example, spill the beans means divulge information, so spill can corresponds to divulge and beans to information. On the other hand, idiomatic phrases do not count as having a literal meaning as the one presented before. Bite the dust, for example means die. In other words, when the idiomatically combining expressions are divided, their counterparts give a literal meaning. The idioms, which each part is not explained through a corresponding literal meaning, are considered idiomatic phrases. Such a construct assists teachers to improve their classroom methodology and better implement this controversial topic.

Abel, B. (2003). English idioms in the first language and second language lexicon: a dual representation approach. Second Language Research, 19. This research analyzes the decomposable character of idioms based on the judgments make by German native speakers. The study is conducted within the theoretical framework of psycholinguistics; the researchers review certain models regarding the cognitive processes through which native speakers go to then propose a new model on their own, one that compensates the aspects neglected by the other theories: The Model of Dual Idiom Representation (DIR model). This new model sees nondecomposable as idioms which require idiom entry, whereas decomposable idioms can be understood by its constituents, also, the frequency in which idioms are used in a language is considered. After this analysis, the author studied two different researches where German ESL students gave their opinion about the decomposability of certain set of idioms. At the end of the study, the author concludes that in ESL education a model is required to explain how idioms are represented in the mind of ESL learners. The psycholinguistic analysis presented in this is study informs us about the cognitive processes English language students go through, and so, at the moment of designing a teaching model, the

proposal presented here will allow us to have a better understanding of the implications a certain strategy may have on the learners cognitive processes.