ERIC Number: EJ1198955
Record Type: Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0957-1736
EISSN: N/A
Teaching Figurative Language to EFL Learners: An Evaluation of Metaphoric Mapping Instruction
Chen, Yi-chen
Language Learning Journal, v47 n1 p49-63 2019
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Grant or Contract Numbers: N/A