Identifying implicit content in a foreign language is considered a challenge for learners because – according to the CEFR for level C2 – they are supposed to understand all kinds of written texts and the stylistic features and implicit meanings contained in them, e.g., irony and sarcasm. Based on an experiment, it is shown that university students have more difficulties identifying implicit contents in complex, e.g., novels, rather than in simple text types, e.g., jokes. Based on these results, this paper presents a teaching practice to enhance the recognition of implicit contents through the analysis of the text style and the identification of idiosyncratic text features in order to promote their integration in the reading and comprehension process.