What kind of training is required to help language students use metaphor-based strategies to work out the meaning of new vocabulary?

Abstract

A study is described, which compared the benefits of two different training approaches in the use of metaphor-based vocabulary guessing strategies for foreign language learners. A group-based, step-by-step approach was compared with a more autonomous approach. The findings suggest that the type of training received affects the students ability to use these strategies, but not their tendency to use them. The students who participated in the autonomous approach were significantly more successful at using metaphor-based vocabulary guessing strategies than the students who had received the group training. The difference was particularly marked in terms of their successful use of interactive images. KEY-WORDS: Language Learning; Metaphor; Individual Differences; Imagery.RESUMO: É descrito um estudo que compara os benefícios de duas abordagens diferentes de treinamento no uso de estratégias de adivinhação de vocabulário baseadas em metáforas para estudantes de línguas estrangeiras. Uma abordagem passo-a-passo, de grupo, é comparada com outra, mais autônoma. Os resultados sugerem que o tipo de treinamento recebido afeta a capacidade dos alunos usarem essas estratégias, mas não sua tendência em usá-las. Alunos que participaram da abordagem autônoma foram significativamente melhor sucedidos no uso de estratégias de adivinhação de vocabulário baseadas em metáforas do que os alunos que receberam treinamento em grupo. A diferença foi particularmente acentuada em relação a seu sucesso no uso de imagens interativas.

Gender and proficiency effects on metaphor use among Greek learners

“…Furthermore, language instructors need to train both male and female Greek learners to use the appropriate metaphor strategies in order to work out the meaning of unknown words and phrases and enhance their ability to use not only metaphors and idioms, but also as many types of figurative language as possible. Littlemore () concluded that metaphoric processing is a highly personalized phenomenon.…”

Internalization and Production of Metaphorical Expressions with EFL Students

“…However, the question is how much exposure to theory will benefit the students, especially if they are not language specialists. Littlemore (2004) has shown that the theory-based approach burdens the teaching process with unnecessary theoretical linguistic information and that the practice-based approach based on inductive teaching is easier for foreign language students because it allows them to achieve a deeper understanding of metaphors without delving into linguistic theories. Littlemore and Low (2006:24-25) describe in detail the inductive approach and illustrate how basic questions regarding the appearance, function or position of an entity can help students to understand metaphorical meanings of words and phrases in the foreign language, especially when simple transfers of meaning are in question.…”

Развој Метафоричке Стратешке Компетенције: Стратегија Груписања

“…As with any theoretical linguistic construct introduced in foreign language teaching, the question arises: how much exposure to theory will beneÞ t the students? Littlemore (2004) shows that the theory-based approach clutters the teaching process with unnecessary information, especially when learners lack specialised linguistic knowledge;…”