1.1. language, L2 learners need to be equipped

1.1. PreliminariesReading is a lifelong skill used both at school and throughout life. Accordingto Anderson, Hiebert, Scott, & Wilkinson (1985), reading is a fundamental life skill. It is a cornerstone for a child’s success in school and, indeed, throughout life. Gallik (1999:1) contends that without the ability to read well, opportunities for personal fulfillment and job success inevitably will be lost. Although reading is regarded as an importance skill, it is one of the most challenging areas in the education system. Snow, Burns, (1998) also assert that there is an ever-increasing demand for high levels of literacy in the technological society which makes this problem even more pressing. Students’ ability to read is also influenced by their attitudes regarding the purposes for reading. Students have to learn to read critically or analytically if they wish to get the most out of the materials they are assigned. The idea is that the purpose of reading something is to try to understand the intention. When dealing with reading, two layers of reality are encountered: one that can be seen and one that cannot be seen. Therefore, the purpose of readingis to make the invisible layer, the underlying meaning, visible and clear. Teele (2004, p. 92) asserts that understanding what they read should be the goal of all readers. According to the research, good readers are actively involved with the text,and they know what processes they utilize to understand what they read.Cooper (1999) states that most English speakers utter millions of novel metaphors and idioms during their lifetime. This is about thousands of novel metaphors and idioms per week. That is why idioms have long been the significant interest of linguists and psycholinguists (e.g., Gibbs, 1991; Levorato, 1993; Nippold & Duthie, 2003; Nippold & Taylor, 2002). As Ellis (1997) and Yorio (1989) contend, as long as idioms are extremely unavoidable in every aspect of L1 speakers’ use of language, L2 learners need to be equipped with adequate skills, knowledge, and fitting use and comprehension of idioms. Therefore, according to Lennon (1998), idioms are indispensable indicators of L2 learners’ fluency which are essential in order to be integrated into the social communication and cultural aspects of an L2 since idiom