ABSTRACT
Despite their perceived importance for L2 learning, multiword items (MWIs) have only slowly made their way into course books and language curricula. This chapter begins by reviewing some commonly used terminology for different types of MWIs in an attempt to consider how lack of clarity, and historical inconsistency in use, has led to confusion among researchers and teachers. From here it moves on to a closer examination of three particularly important, yet pedagogically problematic, types of MWIs in ESL learning: phrasal verbs, collocations, and idioms. It examines what makes these particular MWIs both uniquely and collectively challenging for learners and teachers. And then draws on relevant theoretical and pedagogical research related to these MWIs to provide some concrete suggestions for teaching MWIs. The chapter concludes by presenting some recommendations for greater precision in the use of terminology, as well calling for more comprehensive methodologies for investigating the complex set of factors that influence the acquisition of MWIs.
