Challenges in learning and acquisition of English idioms: A comparative study of the attitudes of university students

In the Croatian formal educational context, English is taught from the first grade of primary school. Scientists within the process of second language acquisition (SLA) are dedicated to finding appropriate models and theories that would collect as much empirical data as possible about the SLA process, aiming to obtain a more comprehensive view of the process and better success in learning a foreign language. Despite numerous studies, the SLA process is still not fully understood. According to some theories, student and individual factors such as motivation, attitudes and anxiety play a significant role in researching the SLA process. An idiom is a set of expressions whose meaning is not identical to the meaning of the individual words it consists of, but is based on cultural, linguistic or historical specificities. An idiom needs to be known in order to be understood and used correctly, which represents an additional challenge in learning idioms. In the English-speaking environment (among native speakers), idioms are used on everyday basis, in newspaper articles and on various social platforms in the appropriate context. Therefore, language proficiency and the use of idioms could ensure a more spontaneous and fluent communication, contributing to a better integration into the cultural and social norms of the English-speaking environment. The aim of this research was a comparative study of the attitudes of university students towards learning and acquisition of English idioms in two socio-educational environments. In addition, the study attempted to examine the students’ knowledge of selected idioms, and to explore whether there are statistically significant differences in the students’ attitudes. The research was carried out among undergraduate students in two socio-educational environments (N=155). For the purpose of this research, the questionnaire especially compiled for this research was applied to examine the attitudes of university students towards learning English idioms. Research data collected were processed by using descriptive and inferential data analysis. Statistically significant differences in attitudes towards learning and acquisition of idioms were determined with regard to the place of study and the study programme. The findings of this research may have pedagogical implications in the planning and implementation of English language classes. The comparative dimension of the research allows teachers to get a broader perspective and a more comprehensive insight into the challenges which the students face within the process of learning and acquisition of English idioms. These findings can serve as guidelines for teachers compiling syllabuses in order to maintain the highest standards of language teaching. Further research could include a larger number of respondents in different socio-educational contexts, using more research methods and instruments.