Translating English Idioms into Urdu: A Relevance-Theory-Based Contextual Approach for Non-Native Urdu-Speaking Learners

Abstract

Idioms are barrier in second language acquisition. In Pakistani ESL contexts, the word for word translation of English idioms into Urdu often results in confusion, loss of meaning, and poor retention. This research focuses how a Contextual-Narrative Approach, grounded in Relevance Theory and supported by Narrative Pedagogy, can bridge the idiomatic divide faced by Urdu-speaking non-native learners .Using a quasi-experimental design supported by open-ended qualitative questionnaires, this research catered intermediate-level learners from Urdu-speaking backgrounds. The intervention consisted of teaching native English idioms through culturally relevant stories, contextual embedding, and Urdu-based narrative mapping. Data analysis showed that literal translation methods consistently failed to produce comprehension or recall, while the contextual-narrative method led to significant gains in retention, inferential understanding, and learner confidence. Zero-knower participants showed nearly 100% idiom retention post-intervention, confirming the cognitive and emotional effectiveness of the narrative-based model. Findings further indicated that contextual stories activated inferential comprehension (as predicted by Relevance Theory), while culturally adapted storytelling reduced affective filters, enhanced engagement, and promoted memory. This study contributes an integrated pedagogical model for teaching idioms that transcends literal translation by aligning idiomatic instruction with cultural cognition, inferential processing, and emotional resonance. It offers scalable solutions for ESL/EFL classrooms worldwide, especially in contexts where learners face cultural-linguistic dissonance.