A Matching Model-Based Approach to Metaphor Transfer in SLA
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Baohua Dong
Abstract
This study investigated the metaphor transfer among 75 Chinese EFL students from Sichuan International Studies University and focused on L1’s role in the acquisition of L2 metaphor. The study proposes a new cross-language matching model between metaphorical concepts and their linguistic forms. Using a multiple choice metaphor test administered to a group of graduate English majors and a group of undergraduate non-English majors, the study found that the cross-language matching model between the conceptual basis and its linguistic form is one of the main factors influencing L2 metaphor comprehension, and that such influences will dwindle with the accretion of language proficiency. Although there is still a long way to go before the establishment of a L2 metaphorically conceptual system, the study takes several steps toward a better understanding of metaphor transfer in language acquisition.
©2014 Walter de Gruyter, Berlin Boston
Articles in the same Issue
- Frontmatter
- Articles
- Measuring Raters’ Scoring Performance and Their Scoring Results in Terms of Writing Performance Measures
- Effects of a Task-Based Approach to Public Speaking Instruction
- University English Teachers’ Sense-Making of Their Classroom Practices
- Effects of Cooperative Learning on Interactional Strategy Use in EFL Context: An Analysis of Chinese Students’ Classroom Talks
- A Matching Model-Based Approach to Metaphor Transfer in SLA
- The Effects of Exposure Frequency and Contextual Richness in Reading on Chinese EFL Learners’ Vocabulary Acquisition
- Request Strategies in Contemporary Chinese Teledramas: A Corpus-Based Study
- Chinese Abstracts
Articles in the same Issue
- Frontmatter
- Articles
- Measuring Raters’ Scoring Performance and Their Scoring Results in Terms of Writing Performance Measures
- Effects of a Task-Based Approach to Public Speaking Instruction
- University English Teachers’ Sense-Making of Their Classroom Practices
- Effects of Cooperative Learning on Interactional Strategy Use in EFL Context: An Analysis of Chinese Students’ Classroom Talks
- A Matching Model-Based Approach to Metaphor Transfer in SLA
- The Effects of Exposure Frequency and Contextual Richness in Reading on Chinese EFL Learners’ Vocabulary Acquisition
- Request Strategies in Contemporary Chinese Teledramas: A Corpus-Based Study
- Chinese Abstracts
