[[abstract]]Since idiom embraces its specific social-cultural implication of the language, mastering idioms is hard for L2 learners since the meanings of the texts cannot be determined through an analysis of their individual word meanings. However, when EFL learners’ idiomatic knowledge is developed, subsequently enabling them to use the language appropriately, their proficiency is definitely enhanced. Thus, the purpose of the study is to investigate college EFL learners in the following aspects: (1) how learners’ vocabulary size impacts their idiom comprehension, (2) how learners’ vocabulary size impacts their ability in reading comprehension with idioms, (3) how their idiom proficiency affects their reading comprehension ability, and (4) what their comprehending difficulties and general learning attitudes are toward idioms.One hundred and seven sophomores majoring in English at a southern private university participated in this study. The mix-method approach was used for the research design. The findings reveal that learners’ vocabulary size and their idiom proficiency, learners’ vocabulary size and their ability in reading comprehension, and learners’ idiom proficiency and their reading comprehension ability were all positively related, and all ofthem reached a statistically significance. Regarding learners’ attitudes, the majority presented a positive attitude toward idiom learning and also valued its necessity. Most of them agreed that acquiring more idioms can improve their L2 proficiency (86.9%), and 91.6% believed that their idiom knowledge should be enhanced. Among the advocates who stood for integrating idiom teaching into EFL courses, the majority argued thatidioms should be taught at the beginning level (65.4%), and 20.6% claimed it should be waited until the advanced level. Some pedagogical implications for classroom teachers to improve idiom teaching in EFL contexts are also included.
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