Crafting student discourse: exploring the “breaking strategy” in material organization and teaching idioms

Abstract

This paper addresses phraseological poverty in students’ speech at the middle and senior stages of school education. Due to time constraints, the proposed solution involves using intensive methods centered on home reading. The study suggests initiating this approach at the middle stage, emphasizing a crucial “turn” in students’ phraseology through a specific fiction work serving as a phraseology textbook. The chosen novel, Theatre by W.S. Maugham, is recognized for fulfilling home reading tasks and enriching students’ phraseological repertoire. The study proposes a structured and time-efficient approach, integrating phraseological unit acquisition into literature discussions without disrupting traditional home reading tasks. Efforts are also directed toward dedicated work on phraseological units outside the context of literary discussion, ensuring a well-defined trajectory for students’ phraseological development.