A practical validation model for researching elicited metaphor
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Graham Low
Abstract
In researching metaphor in (or for) education, advances in our understanding of metaphor, and particularly of how best to research it, have sometimes taken a back seat. However, research methods are important, as they underpin the ability to draw valid or trustworthy educational inferences. The aim of this chapter is to present a practical seven-step model of validation, which stresses five points: 1. Eliciting an explicit metaphor is not a method-free, unproblematic process. 2. A metaphor identification procedure is still needed, even if you ask for an “A is B” structure. 3. Higher-level metaphor/grouping labels need justifying. 4. Matching metaphors to educational theories is not unproblematic. 5. The fact that you say (metaphoric) “xxx”, does not necessarily mean that you believe or practise what the metaphor implies. Any such attribution needs justifying.
Abstract
In researching metaphor in (or for) education, advances in our understanding of metaphor, and particularly of how best to research it, have sometimes taken a back seat. However, research methods are important, as they underpin the ability to draw valid or trustworthy educational inferences. The aim of this chapter is to present a practical seven-step model of validation, which stresses five points: 1. Eliciting an explicit metaphor is not a method-free, unproblematic process. 2. A metaphor identification procedure is still needed, even if you ask for an “A is B” structure. 3. Higher-level metaphor/grouping labels need justifying. 4. Matching metaphors to educational theories is not unproblematic. 5. The fact that you say (metaphoric) “xxx”, does not necessarily mean that you believe or practise what the metaphor implies. Any such attribution needs justifying.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Conventions vii
- Acknowledgement ix
- Introduction 1
-
Researching elicited metaphor in educational contexts
- A practical validation model for researching elicited metaphor 15
- Methodological approaches and strategies for elicited metaphor-based research 39
- A hybrid methodology of linguistic metaphor identification in elicited data and its conceptual implications 65
- Metaphor analysis in L2 education 93
-
Specific collection, validation and analysis methods
- Retrospective Metaphor Interviews as an additional layer in elicited metaphor investigations 119
- Crowdchecking conceptual metaphors 139
- The role of metaphors in novice and experienced L2 instructors’ classroom practice 167
-
Testing the power of research instruments
- Researching academic literacy metaphors 189
- Developing critical thinking in academic writing through a metaphor elicitation technique 213
- Metaphorical conceptualizations and classroom practices of instructors teaching an accelerated postsecondary developmental literacy course 239
- Beyond “elicit and run” metaphor research 265
- Chilean preservice teachers’ metaphors about the role of teachers as professionals 289
- Index of names 315
- Index of terms 321
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Conventions vii
- Acknowledgement ix
- Introduction 1
-
Researching elicited metaphor in educational contexts
- A practical validation model for researching elicited metaphor 15
- Methodological approaches and strategies for elicited metaphor-based research 39
- A hybrid methodology of linguistic metaphor identification in elicited data and its conceptual implications 65
- Metaphor analysis in L2 education 93
-
Specific collection, validation and analysis methods
- Retrospective Metaphor Interviews as an additional layer in elicited metaphor investigations 119
- Crowdchecking conceptual metaphors 139
- The role of metaphors in novice and experienced L2 instructors’ classroom practice 167
-
Testing the power of research instruments
- Researching academic literacy metaphors 189
- Developing critical thinking in academic writing through a metaphor elicitation technique 213
- Metaphorical conceptualizations and classroom practices of instructors teaching an accelerated postsecondary developmental literacy course 239
- Beyond “elicit and run” metaphor research 265
- Chilean preservice teachers’ metaphors about the role of teachers as professionals 289
- Index of names 315
- Index of terms 321
