INCORPORATING PHRASEOLOGICAL COMPETENCE INTO ENGLISH LANGUAGE TEACHING: ENGAGING APPROACHES THROUGH SONGS AND FILMS
DOI :
https://doi.org/10.5281/zenodo.17492147Résumé
This thesis emphasizes the pedagogical necessity of integrating phraseological units into English language instruction in general education schools. Many students, when exposed to authentic English environments, encounter idiomatic expressions whose meanings they cannot intuitively understand. Therefore, teaching phraseological units is essential for developing both linguistic and cultural competence.
The study advocates for engaging and motivating approaches, such as integrating songs, films, and other authentic audiovisual materials into lessons. These methods enhance students’ interest not only in individual phrases but also in the language as a whole. The thesis highlights the need to develop methodological frameworks that account for students’ age, cognitive abilities, and communicative needs, ensuring that idiomatic expressions are practiced through meaningful activities.
Furthermore, the study stresses that such instruction should not be limited to isolated lessons. Systematic incorporation, with regular practice, repetition, and assessment, is necessary to consolidate phraseological competence and support long-term language development.
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