LINGUO-PSYCHOLOGICAL FOUNDATIONS OF IDIOM ACQUISITION IN YOUNG LEARNERS

Abstract

This study explores the linguo-psychological foundations of idiom acquisition among young learners of English. Idioms, as figurative expressions, are deeply rooted in cognition, culture, and communication. Drawing on the theories of Piaget, Vygotsky, Lakoff, and Johnson, this paper examines how cognitive development, emotional engagement, and sociocultural context influence idiom comprehension. Real-life classroom practices demonstrate that visualization, storytelling, dramatization, and game-based learning can significantly enhance idiom retention. The paper concludes that teaching idioms through linguo-psychological approaches helps children develop metaphorical thinking, linguistic creativity, and intercultural awareness.