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Abstract
This scientific article explores the integrative approach to teaching C1-level English idioms to pre-service teachers, emphasizing its effectiveness in enhancing linguistic competence, communicative fluency, and cultural awareness. Idiomatic expressions are a vital component of native-like language proficiency, yet they pose significant challenges to EFL learners due to their figurative nature and cultural specificity. The research aims to examine how the integration of cognitive, communicative, and contextual teaching strategies contributes to better comprehension, retention, and use of idioms among pre-service English teachers preparing for professional pedagogical practice. The study employed a mixed-method approach with both quantitative and qualitative analyses. A group of 40 pre-service English teachers participated in a 10-week instructional program that combined context-based learning, multimedia materials, and reflective activities. Data were collected through pre- and post-tests, classroom observations, and learner feedback surveys. The findings revealed a statistically significant improvement in idiom recognition, interpretation, and productive use. Students reported greater confidence in using idiomatic language during oral and written communication, as well as an increased awareness of cultural nuances underlying English idioms. Results suggest that the integrative approach fosters deep cognitive processing, enhances semantic association, and promotes authentic language use. By combining explicit explanation, contextual analysis, communicative practice, and cultural immersion, this method bridges the gap between theoretical knowledge and practical application. The study concludes that an integrative model of idiom instruction can serve as an effective pedagogical framework in teacher education programs, equipping future educators with the linguistic and methodological competence necessary to teach idiomatic English effectively.
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