Conceptual Fluency in Second Language Teaching: An Overview of Problems, Issues, Research Findings, and Pedagogy

Danesi, Marcel

doi:10.7575/aiac.ijalel.v.5n.1p.145

Cited by 7 publications

(7 citation statements)

References 70 publications

(44 reference statements)

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“…This may contribute to, as Littlemore (2009) suggests, the implications of CMT in second language teaching and learning. L1 influence on L2 metaphor production is not "simply lexical interference from the L1, or as the result of a knowledge gap in the use of L2 idiomatic language" (Danesi, 2016), but also may be the result of conceptual transfers from L1 to L2 (Nacey, 2013).…”

Section: Extended Stretches Thought Reports Cited In Recall Commentsmentioning

confidence: 99%

“Desire Is Like a Dreadful Monster”: Analysis of Extended Metaphors in L2 Argumentative Essays by Chinese Learners of English

2021

Front. Psychol.

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This article explores the use, function, and understanding of extended metaphors in L2 argumentative essays by Chinese learners of English. The analysis starts with the identification of linguistic metaphors and extended metaphors in 72 argumentative texts produced by 37 intermediate Chinese English majors. The function of extended metaphors is then analyzed by adopting the bottom-up approach of establishing systematic metaphors from those identified extended metaphors, to draw learners’ communicative intentions in producing extended metaphors. To understand learners’ thinking processes behind using extended metaphors while writing, four of nine writers were interviewed about the process of writing extended metaphors in their texts in the stimulated recall interviews. It is found that extended metaphors, expressed through similes or direct metaphors at strategic stages in L2 argumentative essays, are often the result of learners’ conscious manipulation of L1 in producing L2 for various communicative purposes, such as the desire for vividness, coherence, comprehensibility, when there is a knowledge gap between L1 and L2, and for evaluative and persuasive power. These communicative functions are consistent with the ideational, interpersonal, and textual functions of language, which also coincide and interact with the rhetorical goals of moves and stages in L2 argumentative essays. Metaphoric thinking, L1 influence, and struggling to express meaning and persuade, cited in learners’ thought reports, are major factors triggering extended metaphors. The findings of this article can contribute to the knowledge of learners’ metaphoric competence in L2, which can, in turn, enrich teachers’ metaphor knowledge and draw teachers’ attention to learners’ creative ways of using metaphors and then raise metaphor awareness in L2 writing, teaching, and learning.

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Section: Extended Stretches Thought Reports Cited In Recall Commentsmentioning

confidence: 99%

“Desire Is Like a Dreadful Monster”: Analysis of Extended Metaphors in L2 Argumentative Essays by Chinese Learners of English

2021

Front. Psychol.

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“…As mentioned by Danesi (1995), the main issue is that learners tend to speak using the structures of the target language while thinking in terms of their first language's conceptual system. This phenomenon is known as mental calquing, where learners use phrases from the target language that have conceptual structures from their first language (Danesi, 2016). This can be attributed to learners and teachers placing more emphasis on grammatical and communicative knowledge, which are components of verbal fluency, while neglecting metaphorical knowledge, which is an integral part of conceptual fluency (Danesi, 1995).…”

Section: Conceptual Competence: An Overlooked Component Of Second Lan...mentioning

confidence: 99%

“…Philip (2010) emphasized that the first language's conceptual system (C1) does interfere with the learning of the second language (C2), and that metaphorical competence (MC) can greatly assist and facilitate the acquisition of the conceptual system of a second language. When metaphorical competence is not integrated into the syllabus, students tend to either completely avoid metaphorical expressions or produce phrases based on their first language (C1) (Danesi, 2016).…”

Section: Conceptual Competence: An Overlooked Component Of Second Lan...mentioning

confidence: 99%

“…They also responded that the lack of teaching materials such as a conceptual syllabus could lead them to constantly preparing and printing material which they don't prefer. Danesi (2016) argued that when conceptual metaphor is not integrated into a syllabus, the students tend to either avoid metaphorical expressions or produce conceptual expressions which are based on L1. As can be seem from the teachers' responses, it is not only the students who avoid conceptual metaphor due to the lack of a syllabus, teachers also avoid using it in their classrooms since it creates more work, and the absence of a conceptual syllabus only further discourages the teachers from initiating a metaphor-based teaching.…”

Section: Absence Of a Conceptual Syllabusmentioning

confidence: 99%

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The difficulties hindering EFL teachers from using metaphor-based teaching

Boussaid

2024

AJAL

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This paper aims to assess the knowledge of metaphor-based teaching among teachers by investigate the obstacles that hinder them from incorporating metaphor-based teaching into their instructional strategies. This study makes use of a questionnaire to collect data from EFL teachers worldwide. The results show that the difficulties most faced by teachers when using metaphor-based teaching include the unsuitability of the topic, the difficulty of the topic, the unavailability of materials, time constraints, extra workload, and metaphor-based teaching not fitting students’ expectations and needs. The research also touches on some countermeasures to deal with the difficulties teachers face when using metaphor-based approach. The results indicate the importance of reevaluating teacher training programs and refocusing teachers' instructional efforts on incorporating metaphor-based teaching, which is often overlooked and not fully acknowledged in language classrooms.

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“…Most foreign language learners, according to Danesi (2016), perceive metaphors literally rather than figuratively. This difficulty is exacerbated by the fact that textbooks tend to use language that is more literal than metaphorical.…”

Section: Competence In Metaphormentioning

confidence: 99%

The Effect of Using Idiomatic Expression and Conceptual Metaphor on EFL University Students Achievement

Alwan

2023

JLS

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The Conceptual Metaphor (CM) is a relationship between source and target domains that maps into the exact meaning. (CM) improves EFL learners' performance and achievement in learning English and increases their ability to understand the words, idioms, and phrases in a foreign language. As a result, metaphors play a greater role in the learning and teaching of idiomatic expressions. Although, the meaning of idioms is not entirely predictable; there is some systematic logical reasoning for their meaning, as the great majority of idioms are predicated on conceptual analogies and metonyms. However, we must recognize that there are culturally dependent conceptual systems and that metaphors are pervasive in English language and so intimately tied to learning English. Finally, future studies should focus on conceptual metaphors and not neglect them because they are very important in our daily events and life.

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Conceptual Fluency in Second Language Teaching: An Overview of Problems, Issues, Research Findings, and Pedagogy

Cited by 7 publications

References 70 publications

“Desire Is Like a Dreadful Monster”: Analysis of Extended Metaphors in L2 Argumentative Essays by Chinese Learners of English

“Desire Is Like a Dreadful Monster”: Analysis of Extended Metaphors in L2 Argumentative Essays by Chinese Learners of English

The difficulties hindering EFL teachers from using metaphor-based teaching

The Effect of Using Idiomatic Expression and Conceptual Metaphor on EFL University Students Achievement

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