In the linguistic tradition, idioms are usually called phraseological units or phraseological units. In modern linguistics, the term “idiom” has become widespread, which comes from the Greek “idίōma”, which means “peculiarity, originality”. An idiom is a group of words in a fixed order that has a particular meaning that is different from the meanings of each word on its own. This laconic but succinct definition is given by the Cambridge Dictionary[1].

Developing idiomatic competency and fostering intercultural communication are essential aspects of teaching English effectively. Culture is a dynamic and ever-evolving concept, and the way different communities perceive the world shapes their languages and communication styles. While there are universal aspects of human thought and cognition, each language reflects the unique worldview of its speakers. Consequently, every language possesses a distinct “linguistic worldview” that influences the way speakers express themselves in specific situations. This, in turn, is governed by the language’s specific rules of vocabulary, grammar, and established usage.

Therefore, idiomaticity is an inherent characteristic of all languages and reflects unique cultural aspects. The diverse worldviews shaped by different cultural and historical backgrounds significantly impact the nature of intercultural communication and, consequently, the effectiveness of foreign language acquisition.

As mentioned earlier, language, communication, and culture are interconnected concepts. It is difficult to imagine communication outside of a cultural context. Since communication between representatives of different languages is always intercultural, the process of direct interaction between cultures, or intercultural communication, inevitably “takes place within the framework of non-coinciding national stereotypes of thinking and behavior, which significantly affects mutual understanding of the parties in communication” [2, p. 280]. Thus, the effectiveness of communication depends on the extent to which the images of the world constructed in the minds of the communicants are correlated/adequate and the ways of their verbal description[3, p. 194]. In other words, the main difficulties on the path to effective intercultural communication arise from the national-specific characteristics of the interacting cultures, and the mismatch of worldviews, or conceptual systems, of the communicants generates language anomalies, which represent the use of language that is atypical for its speakers, i.e. non-idiomatic speech.

To achieve meaningful contact and mutual understanding in intercultural communication, it is necessary for the potential participant to study the realities and characteristics of the life of the foreign socio-cultural community at the early stages of intercultural communication training.

Teaching communication in the framework of intercultural communication involves not only the formation of the ability to adequately encode and decode information in a foreign language, but also the mastery of the means of socio-cultural communication, the “conventional orientation” of conceptual systems.

Without taking this fact into account, it is impossible to assimilate the cultural values of the country of the studied language, to successfully master foreign language speech and speech behavior. Intercultural communication, a dialogue of cultures, begins in the mind of a person who masters a foreign culture, comparing it with his own.

Therefore, reflecting on intercultural communication, we are talking about the task of forming a secondary language personality when teaching a foreign language:

“The system of language means of expression of a foreign society should be embedded in the intellectual potential of the English-speaking language personality (as a “secondary” verbal-semantic layer)” [3, p. 201].

Since idiomatic expressions can be considered as certain national-specific and culturally determined units in the consciousness of a language personality, bearing the imprint of a foreign socio-cultural picture of the world, teaching them contributes to the formation of a secondary language personality, without which successful intercultural communication is impossible.

Here are some key points to consider when teaching idioms for intercultural communication:

• Start early: Introduce idioms early in the language learning process to help students build a strong foundation in cultural understanding.
• Provide context: Explain the meaning and cultural significance of idioms within the context of real-world situations.
• Encourage practice: Provide opportunities for students to practice using idioms in a variety of contexts, such as role-playing, conversations, and writing exercises.
• Use authentic materials: Incorporate authentic materials, such as films, music, and literature, to expose students to idioms in their natural context.
• Promote learner autonomy: Encourage students to take ownership of their learning by researching idioms on their own and using them in creative ways.

By following these guidelines, teachers can help students develop the idiomatic competence they need to communicate effectively in intercultural settings.

In conclusion, teaching idioms in a foreign language is a crucial issue in the methodology of teaching foreign languages in the context of intercultural communication training.

By incorporating effective idiom teaching strategies into their curriculum, teachers can help students develop the idiomatic competence they need to succeed in intercultural communication.

In most countries, children start learning English immediately after they start school. In many families, this process begins much earlier and on a par with the native language. Moreover, in some countries there are even lessons for one-year-old children. Such processes greatly popularize English. From childhood, children absorb foreign languages, can watch and understand cartoons in English, know words, and can easily integrate entire phrases in English during communication. This leads to the fact that entire layers of culture are transformed. It becomes impossible to predict the future, since it is difficult to imagine what this will lead to and what language will dominate on Earth. It may not even be the English we are so used to. Most young parents also already speak English at a certain level and take courses with the whole family. This is one of the reasons why English is considered a common language.

Let’s take, for example, words that young people often use in everyday life. There are now a sufficient number of English words of international use. These are, for example: “telephone”, “gadget”, “make-up” and so on. In any case, over the years there will be very few people who will not be able to speak English. Although it definitely may not be the main language, because one cannot exclude the popularity and demand of other languages, English is still clearly out of competition.

Nowadays it is very common to see experiments in the field of education that concern the gradual introduction of the English language. Natural sciences and various subjects (business, management, information technology, etc.) in universities and other educational institutions are increasingly taught in English. This suggests that in this way it becomes possible to study English in conjunction with practice. And, naturally, this contributes to its spread in the future. Of course, the day is unlikely to come when teaching will be conducted only in English, but, nevertheless, how much you know the language will allow you to either expand or narrow your horizons, ambitions, and, consequently, achievements.

In many institutions, English is presented for learning as a tool for communication between people who do not know each other’s language. And this is the most important factor. The one who positions himself in this way has the most advantageous position. This in no way affects the culture of one’s own language and gives freedom to use English simply as a very effective tool.

And what a huge number of courses, seminars, trainings, books are produced in English-speaking countries. They don’t even have time to be translated into other languages. And anyone who wants to keep up with progress, with new technologies and the latest achievements, is simply forced to draw the necessary information from English-language sources.

Now let’s move forward into the future for the same period of time – 1500 years, which will take us to the year 3524. Will English still exist? I’m not asking if he will change – he certainly will. For example, English-speaking computer users have now invented an entirely new language that sounds completely foreign to those who do not use the technology. Words such as pwn, gg, noob and others may sound unusual and completely confusing to those who do not play computer games.

If you analyze the degree of changes that have occurred in the English language over the past 1500 years and look at the same period of time in the future, then with a very high probability in 1500-2000 years it will be just as strikingly different from its current version. So if you have a time machine, you know English perfectly and want to fly into the future for the weekend, get ready for the fact that the impressions of a cool quick trip will be slightly spoiled by the language barrier and the need to find a translator.

Many say that the English language will suffer a sad fate, causing it to end its days like Latin or even disappear altogether. However, I disagree with this, and here’s why. The unprecedented development of technology will allow humanity to achieve great flexibility.

The widespread integration of English learning from a young age, its growing presence in academic fields, and its dominance in accessing information all suggest a continued rise of English in the future. However, the language will likely evolve significantly, potentially becoming as unrecognizable to us as Old English is today. While other languages may gain prominence, English’s established role as a global communication tool is unlikely to vanish entirely.