ADAPTIVE TASKS IN TEACHING ENGLISH IDIOMATIC EXPRESSIONS IN EFL: METHODOLOGICAL FOUNDATIONS

Abstract

The teaching of idiomatic expressions in EFL contexts remains a challenging area due to their non-literal meaning, cultural specificity, and semantic opacity. Traditional instructional approaches often rely on memorization and isolated presentation, which limits learners’ ability to understand and use idioms effectively in communication. This study aims to develop the methodological foundations of adaptive tasks for teaching English idiomatic expressions and to propose a structured model that enhances idiomatic competence. The research employs a mixed-methods design, combining theoretical analysis with pedagogical modeling and experimental validation. The results include the development of an adaptive task system consisting of recognition, interpretation, controlled production, and free production tasks, organized according to learners’ proficiency levels and cognitive needs. The findings demonstrate that adaptive tasks facilitate deeper understanding, improve retention, and promote active use of idioms in communicative contexts. The results also indicate statistically significant improvements in learners’ idiomatic competence, as evidenced by substantial gains in test scores and learner performance. The study concludes that integrating adaptive learning principles with task-based instruction provides an effective framework for teaching idiomatic expressions and contributes to the development of learners’ communicative competence in EFL settings.