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This paper reports on a small-scale experiment conducted to assess two pedagogical approaches to teaching idioms. Using a counter-balanced study design, 30 English-speaking learners of L2 Spanish participated in two pedagogical interventions intended to enhance the students’ cognitive engagement by focusing on the literal-figurative meaning connection of 20 idioms. One treatment invited learners to hypothesize about that connection retroactively after presenting them with the figurative meaning ( retroactive condition ), and the other one invited them to exploit the literal meaning and guess the figurative meaning proactively ( proactive condition ). Results show that both treatments resulted in significant pretest to post-test gains. Although results suggest a trend in which participants obtained higher scores in terms of meaning retention when the correct figurative meaning was given from the start and the literal-figurative connection established retroactively, the difference between both groups’ immediate and delayed recall scores fell short of significance.

Teaching L2 Spanish idioms with semantic motivation: should this be done proactively or retroactively?