Résumé:
Despite their communicative value, idiomatic expressions remain a major obstacle for EFL
learners to grasp their figurative meaning. These difficulties are often intensified by
traditional teaching methods that lack contextual grounding. This study investigates EFL
teachers’ perceptions of the situational approach to teaching idiomatic expressions, along
with the challenges they face and the strategies they employ to implement it effectively. The situational approach is a teaching method that presents language through meaningful, real-life contexts to help learners use language communicatively and naturally. To achieve this aim,ten EFL teachers of oral expressions from the Department of English at Mohamed Seddik Ben Yahia University in Jijel were purposively selected to participate in the study. The data were collected through semi-structured interview and analyzed using thematic analysis. The findings suggest that situational approach techniques, such as role-plays, storytelling, and real-life scenarios, enhance students’ comprehension, retention, and authentic use of idioms.
Teachers emphasized that the situational approach activities make idioms more accessible
and meaningful. However, several challenges were reported including limited classroom
time, mixed student proficiency, and a lack of culturally appropriate materials. Despite these obstacles, most participants viewed the situational approach as an effective and engaging strategy that promotes learner-centered instruction and enhances idiomatic competence. The study highlights the value of situational teaching in idiom instruction and recommends that curriculum designers and teacher educators incorporate situational approach techniques into training programs and classroom resources.
