Abstract:
This study aimed at investigating difficulties faced by Arab learners in grasping English idioms. The researcher has adopted descriptive analytical method. Two instruments has been used for collecting data relevant to the study, namely questionnaire to teachers of English at some Sudanese Universities and written diagnostic test to the fourth year students of English at University of Holy Quran and Islamic Science, College of Languages. The study sample of questionnaire comprises (30) teachers whereas the written diagnostic test composes (30) students. The researcher applied SPSS program to analyze and verify the results. The results have shown that interference of mother tongue influences learners' interpretation of English idioms. Moreover, Arab learners are insufficiently exposed to activities (drills) on idiomatic expressions. Teachers' ability in recognizing and using idiomatic expressions increases the learner’s proficiency. The study has recommended that a systematic plan for teaching idioms in the classroom should be developed by teachers. On the other hand, English idioms should be included in educational syllabuses as independent subject. Some suggestions are also proposed for further studies.
