Zum Hauptinhalt springen
Artikel
Lizenziert
Nicht lizenziert Erfordert eine Authentifizierung

Developing EFL learners’ metaphoric competence through cognitive-oriented methods

  • EMAIL logo und
Veröffentlicht/Copyright: 5. November 2015

Abstract

This study evaluated two cognitive-oriented methods for learning figurative language in an EFL context to develop metaphoric competence. Sixty-eight Taiwanese university students participated in the experiment and were separated into two groups: one group received instruction involving conceptual metaphors, while the other group received instruction involving metaphoric mappings. A test was designed to measure the participants’ ability to recognize metaphors and metonymies. The data collected from the pre-tests and post-tests were analyzed using a multiple regression model. The results demonstrated that both methods improved learners’ awareness and retention of figurative language, confirming the beneficial influence of explicit instruction; in addition, the instruction on metaphoric mappings was more helpful in facilitating learners’ awareness of expressions involving more abstract concepts with complicated mapping relationships. The findings shed light on the effectiveness of cognitive-oriented methods in the EFL teaching and learning of figurative expressions.

References

Abel, B.2003. English idioms in the first language and second language lexicon: a dual representation approach. Second Language Research19(4). 329358.10.1191/0267658303sr226oaSuche in Google Scholar

Andringa S. J., C. M. de Glopper & H. I. Hacquebord. 2011. The effect of explicit and implicit instruction on free written response task performance. Language Learning 61(3). 868–903.10.1111/j.1467-9922.2010.00623.xSuche in Google Scholar

Ausubel, D. 1963. The psychology of meaningful verbal learning. New York: Grune & Stratton.Suche in Google Scholar

Ausubel, D. 1968. Educational psychology: A cognitive view. New York: Holt, Rinehart & Winston.Suche in Google Scholar

Barcelona, A. 2001. On the systematic contrastive analysis of conceptual metaphors: Case studies and proposed methodology. In M. Putz, S. Niemeier & R. Dirven (eds.), Applied cognitive linguistics II: Language pedagogy, 117–146. Berlin & New York: Mouton de Gruyter.Suche in Google Scholar

Barnden, J. A. 2010. Metaphor and metonymy: Making their connections more slippery. Cognitive Linguistics 21(1). 1–34.10.1515/cogl.2010.001Suche in Google Scholar

Boers, F. 2000a. Enhancing metaphoric awareness in specialised reading. English for Specific Purposes 19. 137–147.10.1016/S0889-4906(98)00017-9Suche in Google Scholar

Boers, F. 2000b. Metaphor awareness and vocabulary retention. Applied Linguistics 21. 553–571.10.1093/applin/21.4.553Suche in Google Scholar

Boers, F. 2001. Remembering figurative idioms by hypothesising about their origins. Prospect 16. 35–43.Suche in Google Scholar

Boers, F. 2013. Cognitive Linguistic approaches to teaching vocabulary: Assessment and integration. Language Teaching 46(2). 208–224.10.1017/S0261444811000450Suche in Google Scholar

Boers, F. & M. Demecheleer. 2001. Measuring the impact of cross-cultural differences on learners’ comprehension of imageable idioms. ELT Journal 55(3). 255–62. http://eltj.oxfordjournals.org/cgi/reprint/55/3/(accessed 26 October 2009).10.1093/elt/55.3.255Suche in Google Scholar

Boers, F., M. Demecheleer & J. Eyckmans. 2004. Etymological elaboration as a strategy for learning figurative idioms. In P. Bogaards & B. Laufer. (eds.), Vocabulary in a second language: Selection, acquisition and testing, 53–78. Amsterdam & Philadelphia: John Benjamins.10.1075/lllt.10.07boeSuche in Google Scholar

Boers, F., J. Eyckmans & H. Stengers. 2007. Presenting figurative idioms with a touch of etymology: More than mere mnemonics? Language Teaching Research 11(1). 43–62.10.1177/1362168806072460Suche in Google Scholar

Boers, F. & S. Lindstromberg. 2006 Cognitive linguistic applications in second or foreign language instruction: Rationale, proposals, and evaluation. In G. Kristiansen, M. Achard, R. Dirven & F. J. Ruiz de Mendoza Ibáñez (eds.), Cognitive linguistics: Current applications and future perspective, 305–355. Berlin: Mouton de Gruyter.Suche in Google Scholar

Boers, F. & H. Stengers. 2008. Adding sound to the picture: An exercise in motivating the lexical composition of metaphorical idioms in English, Spanish and Dutch. In L. Cameron, M. Zanotto & M. Cavalcanti (eds.), Confronting metaphor in use: An applied linguistic approach, 63–78. Amsterdam & Philadelphia: John Benjamins.10.1075/pbns.173.05boeSuche in Google Scholar

Bu, J. 2012. A study of the effects of explicit and implicit teachings on developing Chinese EFL learners’ pragmatic competence. International Journal of Language Studies 6(3). 57–80.Suche in Google Scholar

Chen, Y. 2010. Teaching idioms in an EFL context: The past, the present, and a promising teaching method. Proceeding of the 27th International Conference on English Teaching and Learning in R.O.C. (ROC-TEFL 2010), 182–193. National Kaohsiung Normal University, Kaohsiung, Taiwan.Suche in Google Scholar

Chen, Y. & H. Lai. 2012. EFL learners’ awareness of metonymy–metaphor continuum in figurative expression. Language Awareness 21(3). 235–248.10.1080/09658416.2011.598527Suche in Google Scholar

Crossley, S. A., T. Salsbury & D. S. McNamara. 2010. The development of polysemy and frequency use in English second language speakers. Language Learning 60(3). 1–33.10.1111/j.1467-9922.2010.00568.xSuche in Google Scholar

Deignan, A., D. Gabrys & A. Solska. 1997. Teaching English metaphors using cross-linguistic awareness-raising activities. ELT Journal 51(4). 352–60.10.1093/elt/51.4.352Suche in Google Scholar

Dong, Y. 2004. Don’t keep them in the dark! Teaching metaphors to English language learners. English Journal 93(4). 29–35.10.2307/4128977Suche in Google Scholar

Durrant, P. & N. Schmitt. 2010. Adult learners’ retention of collocations from exposure. Second Language Research 26(2). 163–188.10.1177/0267658309349431Suche in Google Scholar

Ellis, R. 2002. The study of second language acquisition, 9th edn. Oxford: Oxford University Press.Suche in Google Scholar

Gibbs, R. W. 1999. Speaking and thinking with metonymy. In K. Panther & G. Radden (eds.), Metonymy in language and thought, 61–76. Amsterdam: John Benjamins.10.1075/hcp.4.04gibSuche in Google Scholar

Goossens, L. 1990. Metaphonymy: The interaction of metaphor and metonymy in expressions for linguistic action. Cognitive Linguistics 1. 323–340.10.1075/pbns.33.06gooSuche in Google Scholar

Johnson, M. 1987. The body in the mind: The bodily basis of meaning, imagination, and reason. Chicago: Chicago University Press.10.7208/chicago/9780226177847.001.0001Suche in Google Scholar

Johnson, J. & T. Rosano. 1993. Relation of cognitive style to metaphor interpretation and second language proficiency. Applied Psycholinguistics 14. 159–175.10.1017/S014271640000953XSuche in Google Scholar

Kellerman, E. 1977. Towards a characterization of the strategy of transfer in second language learning. Interlanguage Studies Bulletin 2. 58–145.Suche in Google Scholar

Kogan, N. 1983. Stylistic variation in childhood and adolescence: Creativity, metaphor, and cognitive styles. In J. H. Ravel & E. M. Markman (eds.), Handbook of child psychology, vol.3, 4th edn., 695–706. New York: Wiley.Suche in Google Scholar

Kövecses, Z. 2000. The concept of anger: Universal or culture specific? Psychopathology 33(4). 159–170.10.1159/000029139Suche in Google Scholar

Kövecses, Z. 2001. A cognitive linguistic view of learning idioms in an FLT context. In M. Pütz, S. Niemeier & R. Dirven (eds.), Applied cognitive linguistics II: Language pedagogy, 87–115. Berlin: Mouton de Gruyter.Suche in Google Scholar

Kövecses, Z. & G. Radden. 1998. Metonymy: Developing a cognitive linguistic view. Cognitive Linguistics 9(1). 37–78. doi: 10.1515/cogl.1998.9.1.37.10.1515/cogl.1998.9.1.37Suche in Google Scholar

Kövecses, Z. & P. Szabó. 1996. Idioms: A view from cognitive semantics. Applied Linguistics 17(3). 326–355. doi: 10.1093/applin/17.3.326.10.1093/applin/17.3.326Suche in Google Scholar

Lakoff, G. 1987. Woman, fire, and dangerous thing: What categories reveal about the mind. Chicago & London: University of Chicago Press.10.7208/chicago/9780226471013.001.0001Suche in Google Scholar

Lantolf, J. P. 1999. Second culture acquisition: Cognitive considerations. In E. Hinkel (ed.), Culture in second language teaching and learning, 28–46. New York: Cambridge University Press.Suche in Google Scholar

Laufer, B. 1997. What’s in a word that makes it hard or easy: Some intralexical factors that affect learning of words. In N. Schmitt & M. McMarthy (eds.), Vocabulary, description, acquisition and pedagogy, 140–155. Cambridge: Cambridge University Press.Suche in Google Scholar

Littlemore, J. 1998. Individual Differences in Second Language Learning: Towards an Identification of the Strategy Preferences and Language Learning Strengths of L2 Students with Holistic and/or Imager Cognitive Styles (Doctoral dissertation, Thames Valley University).Suche in Google Scholar

Littlemore, J. 2001. Metaphoric competence: A possible language learning strength of students with a holistic cognitive style? TESOL Quarterly 35(3). 459–491.10.2307/3588031Suche in Google Scholar

Littlemore, J. 2009. Applying cognitive linguistics to second language learning and teaching. UK: Palgrave Macmillan.10.1057/9780230245259Suche in Google Scholar

Littlemore, J. & G. Low. 2006. Metaphoric competence, second language learning, and communicative language ability. Applied Linguistics 2(27). 268–294.10.1093/applin/aml004Suche in Google Scholar

Long, M. H. 1991. Focus on form: A design feature in language teaching methodology. In K. De Bot, R. B. Ginsberg & C. Kramsch (eds.), Foreign language research in cross-cultural perspective, 39–52. Amsterdam: John Benjamins.10.1075/sibil.2.07lonSuche in Google Scholar

Low, G. 1988. On teaching metaphor. Applied Linguistics 9(2). 125–147. http://applij.oxfordjournals.org/cgi/reprint/9/2/125 (accessed 4 February 2009).10.1093/applin/9.2.125Suche in Google Scholar

Norris, J. & L. Ortega. 2000. Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning 50. 417–528.10.1111/0023-8333.00136Suche in Google Scholar

Odlin, T. 1989. Language transfer: Cross-linguistic influence in language learning. Cambridge: Cambridge University Press10.1017/CBO9781139524537Suche in Google Scholar

Ortony, A. 1975. Why metaphors necessary and not just nice. Educational Theory 25. 45–53. http://www.cs.northwestern.edu/~ortony/Andrew_Ortony_files/1975-01%20-%20Why%20metaphors%20necessary.pdf (accessed 20 October 2015).10.1111/j.1741-5446.1975.tb00666.xSuche in Google Scholar

Panther, K. & G. Radden (eds.). 1999. Metonymy in language and thought. Amsterdam: John Benjamins.10.1075/hcp.4Suche in Google Scholar

Pica, T., R. Young & C. Doughty. 1987. The impact of interaction on comprehension. TESOL Quarterly 21(4). 737–758.10.2307/3586992Suche in Google Scholar

Radden, G. 2003. How metonymic are metaphors? In R. Dirven & R. Pörings (eds.), Metaphor and metonymy in comparison and contrast, 407–434. Berlin & New York: Mouton de Gruyter.Suche in Google Scholar

Radden, G. & Z. Kövecses. 1999. Towards a theory of metonymy. In K. Panther & G. Radden (eds.), Metonymy in language and thought, 17–60. Amsterdam: John Benjamins.10.1075/hcp.4.03radSuche in Google Scholar

Ringbom, H. 1987. The role of the first language in foreign language learning. Clevedon, UK: Multilingual Matters.Suche in Google Scholar

Seitz, J. A. 1997. The development of metaphoric understanding: Implications for a theory of creativity. Creativity Research Journal 10(4). 347–353. doi: 10.1207/s15326934crj1004_6.10.1207/s15326934crj1004_6Suche in Google Scholar

Spada, N. & Y. Tomita. 2010. Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning 60(2). 263–308. http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9922.2010.00562.x/full(accessed 15 April 2012).10.1111/j.1467-9922.2010.00562.xSuche in Google Scholar

Taki, S. 2011. Cross-cultural communication and metaphorical competence. International Journal of Language Studies 5(1). 47–62.Suche in Google Scholar

Appendix A: Test Items of the Awareness Test

CategoriesBody-related DescriptionsTest Items
Metonymy (C1)Body-related1. When I found out she lied to me, I almost burst a blood vessel.
Counterpart2. You’ll burst a blood vessel if you keep drinking alcohol.
None3. The boss got hot under the collar when he found out that John lost the deal.
Counterpart4. People used to tuck ties under their collar when dressing formally.
Body-related5. He grinned from ear to ear when he received the birthday gift.
Counterpart6. She leaned over and whispered something in Peter’s ear.
None7. We had a ball during our spring vacation to Europe.
Counterpart8. The two boys were kicking a ball on the grass.
Body-related9. The girl is so lovely that I can’t take my eyes off her.
Counterpart10. The girl loved the dress so much that she didn’t want to take it off.
None11. There are things that couples can do to bring the spark back into everyday life.
Counterpart12. After investigating, the police believed that it was cigarette sparks that started the fire.
Metaphoric-metonymy (C2)Body-related13. Harry’s mother gave him a tongue-lashing for telling family secrets.
Counterpart14. He lashed the horse across the back with a whip.
None15. Your mother would have a fit if she knew that you skipped class.
Counterpart16. He had a fit of coughing because he caught a serious cold.
Body-related17. His eyes glinted when he saw the money on the ground.
Counterpart18. She thought the diamond was lost until she saw something glinting on the carpet.
None19. The host wore a broad grin as he greeted people in the room.
Counterpart20. She was wearing a gold ring on her index finger.
Body-related21. Their marriage is on its last leg; divorce is just a matter of time.
Counterpart22. I had to quit running every day because of the severe pain in myleg.
None23. Being a single-parent child, his mother’s death really hit him hard.
Counterpart24. His dad hit him in the face so hard that he fell down on the ground.
Metonymic-metaphor (C3)Body-related25. Listening to that guy playing his drums is a pain in the neck for me.
Counterpart26. His brother got a neck pain because of bad sitting posture.
None27. All I did was come twenty minutes late, and the manager jumped down my throat.
Counterpart28. A fish bone got stuck in my throat and wouldn’t go down into my stomach.
Body-related29. My heart is soaring with happiness beyond the capacity of anything to contain it.
Counterpart30. Local residents described the flames soaring into the night sky.
None31. On the wedding day everybody is in high spirits.
Counterpart32. The modern city has many high-rise skyscrapers and large mansions.
Body-related33. It’s a really exciting project. I can’t wait to sink my teeth into it.
Counterpart34. The moment I sank my teeth deeply into that pizza, I knew I loved it.
None35. Making plans first can help you use your time profitably.
Counterpart36. It was several months before the company started to trade profitably.
Metaphor (C4)Body-related37. The boss flew into a towering rage and fired all the employees who offended him.
Counterpart38. The statue stands on a huge pillar, towering over the city.
None39. I could barely contain my excitement after reading the teacher’s comments.
Counterpart40. This book contains all the information you are looking for.
Body-related41. They were filled to overflowing with joy at the good news.
Counterpart42. The river often overflowed its banks during rainy seasons.
None43. When she saw Tom walking into the room, she lit up.
Counterpart44. She took out a match and lit it in order to get a warm flame.
Body-related45. Pictures of war can carry more moral meaning than thousands of words.
Counterpart46. David walked into the room, carrying his suitcases, looking tired.
None47. It took me some time to digest what I had heard.
Counterpart48. The baby is too small to digest food like meat.
Published Online: 2015-11-5
Published in Print: 2015-11-1

©2015 by De Gruyter Mouton

Heruntergeladen am 4.5.2026 von https://www.degruyterbrill.com/document/doi/10.1515/iral-2015-0019/html?lang=de
Button zum nach oben scrollen