The Presentation of English Idioms to Nigerian L2 Learners: The Example of the English Project Series for Secondary Schools

Abstract

English course books have received little or no attention in existing studies on L2 idiom acquisition. Consequently, this study examined the presentation of English idioms in the English Project Series for junior and senior secondary schools in Nigeria. The data comprised 184 idiomatic expressions. Its analysis entailed classifying the idioms into types, ascertaining their distribution, determining each presentation’s thematic focus, and identifying the presentational techniques adopted. Idioms featured in the JSS and SSS books at a ratio of 5:1 in favour of the latter, and 42 percent occurred in SSS3 alone. Figurative forms, idioms proper, phrasal verbs, metaphors, and proverbs were the idiom types presented, with idioms proper and phrasal verbs respectively accounting for 74 and 21.2 percent. Each presentation focused on 1) recognition, identification and differentiation; 2) origin, source and context of occurrence; 3) meaning and comprehension; or 4) usage and application as theme. Three techniques of presentation were employed: 1) definition and description; 2) listing and exemplification; and 3) questioning and directives. Whereas 72 percent of the idioms featured in linguistic context and 21 percent in situational context, only 8 percent was decontextualised. Nigerian L2 learners of English idioms dependent on the English Project Series could benefit from increased, systematic exposure among other critical improvements.