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DEVELOPING IDIOMATIC COMPETENCE OF PRE-INTERMEDIATE
KARAKALPAK STUDENTS
Esmu zae a A.,
school №55, Nukus
DOI: h ps://doi.o g/10.5281/zenodo.17711912
Anno a ion. This a icle examines how idioma ic compe ence may be de eloped among p e-
in e media e lea ne s in a speci ic con ex —Ka akalpak s uden s-iden i ying challenges such as
limi ed exposu e, li e al in e p e a ion, and cul u al un amilia i y. I p oposes conc e e s a egies—
con ex ual eaching, mul imodal inpu , echnology, pee in e ac ion, isual aids—and ou lines sample
lesson in e en ions and assessmen me hods. The piece aims o in o m cu iculum design and eache
aining ailo ed o his s uden g oup.
Key wo ds: idioma ic compe ence, lea ne s, mul imodal ins uc ion, cul u al con ex .
Rezume. Ushbu maqolada ma’lum bi kon eks da, ya’ni qo aqalpoq o‘qu chila ida idioma ik
kompe ensiyani qanday i ojlan i ish mumkinligi ko‘ ib chiqiladi, bunda cheklangan a’si , so‘zma-
so‘z alqin qilish a madaniy no anishlik kabi muammola aniqlanadi. U aniq s a egiyala ni akli
e adi - kon eks li o‘qi ish, mul imodal ki ish, exnologiya, engdoshla o‘ asidagi o‘za o a’si ,
ko‘ gazmali osi ala a namuna iy da s a alashu la i hamda baholash usulla ini belgilaydi. Asa
o‘qu chila ning ushbu gu uhiga moslash i ilgan o‘qu das u la ini loyihalash a o‘qi u chila ni
ayyo lash haqida ma’lumo be ishga qa a ilgan.
Tayanch ibo ala : idioma ik kompe ensiya, a’lim olu chila , mul imodal a’lim, madaniy
kon eks .
Аннотация. В данной статье рассматривается, как развивать идиоматическую
компетентность у учащихся до среднего образования в конкретном контексте -
каракалпакских студентов - выявляя такие проблемы, как ограниченная экспозиция, буквальное
толкование и культурное незнакомство. Она предлагает конкретные стратегии -
контекстуальное обучение, мультимодальный ввод, технологии, взаимодействие со
сверстниками, наглядные пособия - и описывает примеры уроков и методы оценки. Работа
направлена на информирование о разработке учебных программ и подготовке учителей,
адаптированных к этой группе учащихся.
Ключевые слова: идиоматическая компетентность, обучающиеся, мультимодальное
обучение, культурный контекст.
1. In oduc ion
Language lea ne s o en s uggle wi h he non-li e al aspec s o idioma ic
exp essions—ph ases whose meanings canno be deduced om indi idual wo ds. Fo
Ka akalpak s uden s, whose na i e language (Ka akalpak, a Tu kic language) sha es
some bu no all idioma ic o ms wi h English, he misma ch in cul u al e e ences,
syn ax, colloca ion, and p agma ics can make idioms pa icula ly challenging. P e-
in e media e lea ne s a e a a s age whe e hey ha e su icien ocabula y and some
g amma bu limi ed exposu e o na u al colloquial exp ession. De eloping idioma ic
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compe ence a his le el can help imp o e comp ehension, speaking luency, lis ening,
eading comp ehension, and o e all communica i e compe ence.
2. Li e a u e Re iew
• De ini ion o idioma ic compe ence: I in ol es knowing idioms (bo h
comp ehension and p oduc i e use), unde s anding hei cul u al backg ound, usage
con ex s, egis e , and syn ac ic/seman ic cons ain s [1:23].
• Challenges ound in EFL con ex s: Many s udies epo ha lea ne s in e p e
idioms li e ally, ha e di icul y ecognizing idioma ic s li e al usage, lack exposu e o
idioms in au hen ic con ex s, and ace cul u al gaps. [2: 97].
• E ec i e eaching me hods: Me hods ha ha e been ound use ul include
mul imodal eaching (using isual, audio, con ex ual cues), using games, pee
in e ac ion, exposu e o au hen ic ma e ials/media, using echnology such as apps o
social pla o ms [3.95].
3. Lea ne Di icul ies among P e-In e media e Ka akalpak S uden s
Some o he speci ic di icul ies an icipa ed (o obse ed) a e:
1. Li e al in e p e a ion: S uden s end o pa se idioms wo d by wo d a he han
ecognizing hem as ixed exp essions.
2. Limi ed exposu e: Less con ac wi h na i e o au hen ic spoken English idioms
( ilms, con e sa ional speech, in e ne ).
3. Cul u al un amilia i y: Re e ences in idioms may ely on cul u al o his o ical
knowledge no known o Ka akalpak s uden s.
4. Vocabula y limi s: I componen wo ds a e unknown, idioms become doubly
di icul .
5. Syn ax / colloca ion issues: E en when meaning is somewha known, using
idioma ic exp essions wi h co ec g amma , e b ense, p eposi ions can be ha d.
4. Pedagogical S a egies o De eloping Idioma ic Compe ence
To add ess hese challenges, he ollowing s a egies a e p oposed:
• Con ex ual eaching: In oduce idioms embedded in na u al con e sa ions,
s o ies, o au hen ic lis ening passages a he han in isola ion.
• Mul imodal inpu : Use ideo, images, ole-plays, ges u es o show bo h li e al
and igu a i e meanings.
• Repe i ion and ecycling: Re isi he same idioms ac oss mul iple lessons in
di e en con ex s so ha lea ne s consolida e unde s anding.
• Cul u al b idges: Compa e idioms in English wi h hose in Ka akalpak, when
equi alen s exis ; explain cul u al e e ences in idioms.
• Pee in e ac ion and communica i e asks: Dialogues, in e iews, g oup wo k
whe e s uden s use idioms.
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• Use o echnology and au hen ic media: Songs, sho ideos, social media,
pe haps messaging apps o see idioms used in eal li e.
• Games and un asks: Ma ching idioms o meanings, ill-in asks, gap ills, ole
plays, idiom “ easu e hun s”.
• Visual aids and dual coding: pai ing idioms wi h pic u es o isuals o help wi h
non-li e al sense.
5. Sample Class oom In e en ion
Below is a sample plan o one lesson sequence (2-3 classes) o p e-in e media e
Ka akalpak s uden s.
S age Ac i i ies
P e- each ocabula y & ele an idioms Selec 5-7 idioms app op ia e o s uden s’
le el (e.g. “a piece o cake,” “b eak he ice,” “on cloud nine,” “hi he books,” “kick he
bucke ”). Teach hei li e al pa s, igu a i e meaning, usage, o igin i simple.
Con ex ualiza ion P o ide sho lis ening passage/ ideo/dialogue ha includes he
idioms; s uden s lis en / wa ch and iden i y hem.
Meaning nego ia ion Discuss wha each idiom means; compa e o possible
Ka akalpak equi alen s; ask s uden s o guess meaning i s , check dic iona y.
P ac ice Con olled asks: ma ching idioms wi h meanings; ill gaps; ew i ing
sen ences; choosing co ec idiom in a con ex .
P oduc ion Role-plays, dialogues, o small g oup dialogues using he idioms;
pe haps s uden s make sho ski s. Also, homewo k: w i e sho pa ag aphs/s o ies using
a leas 2 idioms.
Feedback & assessmen E o co ec ion; pee e alua ion; sho quiz. Collec da a
o ack which idioms s uden s a e eliably using.
6. Assessmen and Moni o ing
Assessmen should ocus on bo h ecep i e (unde s anding) and p oduc i e (use)
idioma ic compe ence.
• P e- and Pos - es s: Tes knowledge o idioms be o e he in e en ion
( ecogni ion, meaning), and a e .
• Con inuous class oom assessmen : Obse a ion, asks, pee and sel -e alua ion.
• Use o au hen ic ma e ial asks: Lis ening/ eading asks wi h idioms in con ex
o see whe he s uden s in e p e co ec ly.
• P oduc ion assessmen : W i en o spoken asks in which s uden s mus use
idioms app op ia ely.
Moni o ing p og ess o e ime is impo an : keeping idiom po olios o jou nals
can help s uden s see g ow h.
7. Implica ions o Cu iculum and Teache T aining
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• Cu iculum should in eg a e idioms ac oss le els, no lea e hem as op ional o
“ex a” con en . Fo p e-in e media e Ka akalpak s uden s, g adual in oduc ion is key.
• Tex books should include idioma ic exp essions, wi h explana ions, con ex s,
and p ac ice.
• Teache aining needs o p epa e eache s o selec idioms sensibly
(app op ia e di icul y, cul u al ele ance), o use in e ac i e and mul imodal
echniques, and o p o ide eedback on idiom use.
8. Conclusion
De eloping idioma ic compe ence o p e-in e media e Ka akalpak s uden s is
bo h needed and easible. Wi h app op ia e selec ion o idioms, mul imodal and
con ex ual eaching, su icien exposu e, and good assessmen and eedback, lea ne s
can begin o unde s and and use idioms mo e na u ally. This con ibu es o g ea e
luency, comp ehension, and con idence in English. Fu he empi ical esea ch in
Ka akalpak class ooms would help alida e me hods and e ine bes p ac ices.
Re e ences
1. Figu a i e Idioma ic Compe ence: An Analysis o EFL Lea ne s in Vie nam. Language Educa ion
in Asia, 4(1), 23-38.
2. Li, Z., & Lion as, J. I. (2023). English VP Idiom Lea ning and WeCha : De eloping Idioma ic
Compe ence among Chinese EFL Lea ne s. I anian Jou nal o Language Teaching Resea ch,
11(2), 95-117.
3. Ban Hassan Jasim, B. (2020). Explo ing he EFL I aqi S uden s’ Compe ence in Using and
Unde s anding Idioma ic Exp essions. In e na ional Jou nal o Psychosocial Rehabili a ion, 24(2),
9382-9396.
4. Sulaiman Alnujaidi e al. (2025). Enhancing EFL S uden s’ Idioma ic Compe ence: A
Compa a i e Analysis o Lexical, E ymological, and Mul imodal App oaches. Jou nal o
Language and Educa ion.
5. Usmono a, D. I. (2025). De eloping S uden s’ Idioma ic Compe ence: App oaches and S a egies.
P ospec s o Teaching English o P o essional Pu poses in Non-Philological Highe Educa ion
Ins i u ions: P oblems and Solu ions.
