Teaching Figurative Language to EFL Learners: An Evaluation of Metaphoric Mapping Instruction

Autor/in	Chen, Yi-chen
Titel	Teaching Figurative Language to EFL Learners: An Evaluation of Metaphoric Mapping Instruction
Quelle	In: Language Learning Journal, 47 (2019) 1, S.49-63 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2016.1185798
Schlagwörter	Figurative Language; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Cognitive Mapping; Control Groups; Experimental Groups; Language Proficiency; Pretests Posttests; Retention (Psychology); Educational Benefits; Foreign Countries; Language Usage; Language Tests; College Freshmen; Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Merkfähigkeit; Bildungsertrag; Ausland; Sprachgebrauch; Language test; Sprachtest; Studienanfänger
Abstract	The present study examines the effects of cognitive-based metaphoric mapping instruction (MMI) on English as Foreign Language (EFL) learners' retention and awareness of figurative language at different levels of English proficiency. Ninety-one Taiwanese EFL learners participated in the study, and were separated into a control group that received no instruction in MMI and two experimental groups consisting of high-intermediate and low-intermediate learners, respectively, who did receive instruction in MMI. The results of the pretests and posttests show that MMI significantly increased EFL learners' retention and awareness of figurative language; moreover, high-intermediate learners made greater progress in noticing expressions with more abstract mapping relations. Additionally, MMI assisted learners at a lower proficiency level to acquire more advanced language ability, beyond their current level. These findings support positive claims for a cognitive perspective on second language acquisition as well as the benefits of explicit instruction in the EFL classroom. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01