The effect of visualization, storytelling, game and lexical awareness on the production of L2 idioms

The purpose of present study was to investigate the effect of four methods of teaching idioms (Visualization, storytelling, game and lexical awareness) on Iranian EFL learner’s production of L2 idioms. The participant were 80 female Iranian EFL learners at Guya institute in Qazvin. The participants were divided into four groups, each group of participants was randomly assigned to one of the treatment conditions (Visualization, storytelling, game and lexical awareness). They were given a 60- item Oxford placement Test and a pre-test of idioms. At the end of treatment period, a 30-item idiom production test was administered to all the four groups to measure the participant’s idiom production. The collected data were analyzed using the one way ANOVA procedure. The results showed significant differences among the four techniques in terms of their effect on idiom production. To locate the differences, the post hoc scheffe test procedure was used, which showed that Visualization was significantly more effective than game and lexical awareness on L2 idiom production. The result also showed that store telling was more effective than game and lexical awareness techniques. The findings of the present study may have implications for second language learners, teachers, and materials developers.