TEACHING FOOD IDIOMS OF A2 LEARNERS THROUGH DIFFERENT GAMES

This study explores the effectiveness of using game-based learning strategies to teach food-related idioms to A2 level English language learners. Idioms, particularly those involving food, often pose challenges for learners due to their figurative meanings and cultural specificity. For A2 students, who are still developing their vocabulary and comprehension skills, understanding and using idioms correctly can be especially difficult. To address this, the study integrates various interactive games—such as matching exercises, charades, and Pictionary—into idiom-focused lessons. These games were designed to promote active participation, collaborative learning, and contextual understanding. The results demonstrate that students engaged more enthusiastically in lessons, retained idioms more effectively, and applied them more accurately in both spoken and written tasks. Overall, the findings suggest that incorporating games into the language classroom creates a fun, low-stress environment that enhances idiom acquisition, supports memory retention, and boosts learner motivation.

KEYWORDS: food idioms, A2 level, language learning, games, teaching, active learning, engagement.