The acquisition of idioms has been a neglected variable in the EFL environment. Learner's poor competence of English idioms can be attributed to the fact that the study of lexis in general and idioms in particular was relegated to a minor position in contrast to syntax which received a paramount attention. Three assumptions can be ascribed to the neglect of idioms. Firstly, language was generally conceived as a dichotomy of grammar 'rules' on the one hand and 'lists' of individual words on the other hand, and multiword expressions such as idioms did not fit into this dichotomy Secondly, figurative expressions were thought to be merely ornamental, a way of dressing up messages in a colourful way. Consequently, they were considered to be relevant only to very advanced students, who could use idioms as the icing on their linguistic cake. Thirdly, it was generally assumed that the meaning of idioms was absolutely unpredictable and could not be taught in any systematic or insightful way. The only available option for students to master idioms was to ' memorise them blindly.