Development of L2 Metaphorical Production

Nacey, Susan

doi:10.1515/9783110630367-009

Cited by 5 publications

(10 citation statements)

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“…By the spring semester of grade 10 (semester 6), all pupils produced clusters in their texts, including one outlier with 17 clusters -the maximum number of clusters in a single text in the present data. This tendency continues through grade 11, where all texts contain metaphor clusters, mirroring the trend uncovered in Nacey's (2019) pseudo-longitudinal investigation of TRAWL texts.…”

Section: Does the Distribution Of Metaphor Clusters Vary Across Grade...supporting

confidence: 53%

“…Although their primary focus is on deliberate metaphor, they too find that metaphorical competence in L2 discourse develops with age. Littlemore et al (2014) and Nacey (2019), in particular, both looked beyond the quantitative measure of metaphor density to explore the function of the observed metaphors as proficiency improves. Both found evidence that the role of metaphor evolves.…”

Section: Development Of Metaphor Productionmentioning

confidence: 99%

“…However, the role of metaphor grows more complex at later levels. Nacey (2019), for example, reports that by the upper secondary school level, metaphor contributes to a wide variety of textual features, including "(mostly) appropriate phraseology and collocations, more varied discourse markers, greater textual cohesion, personification, along with summing up and concluding " (p. 196). Note that all previous studies relied on pseudo-longitudinal data comprised of single observations (i.e.…”

Section: Development Of Metaphor Productionmentioning

confidence: 99%

“…To conduct research into the function of metaphor at different proficiency levels, both Littlemore et al (2014) and Nacey (2019) analyzed the use of all identified metaphors in the data, both metaphors that appeared within clusters and those that did not. Rather than looking into the general function of all metaphors in the longitudinal texts, by contrast, the qualitative exploration in the present study focuses primarily on the role of the identified metaphor clusters only.…”

Section: Metaphor Clusters and Their Functionsmentioning

confidence: 99%

“…In the later grades, topics gradually changed to more complex issues. In general, more abstract topics have a greater potential to trigger increased use of metaphor (see also Nacey, 2019). While conformity of topic is a challenge for metaphor research generally (see e.g.…”

Section: Previous Research Has Indicated That the Increase In Metapho...mentioning

confidence: 99%

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Development of metaphorical production in learner language

Nacey¹

2023

NJLTL

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This article details a longitudinal corpus-based exploration into the development of metaphorical production of L2 learners of English. The study tracks the progress of five secondary school pupils aged 13-17 in Norway, with the data consisting of texts written for end-of-semester exams: two texts per pupil over four consecutive academic years. The overall goal is to shed light on how metaphorical production changes as pupils progress through different semesters and grades in their school careers. To do so, three subordinate aims are addressed. First, the study investigates how metaphor density varies over time, both for the group of pupils and for the individuals. In this regard, patterns for open-class versus closed-class metaphors across grade levels are also compared, to identify whether there is any particular level at which the use of the former overtakes the latter, as has been uncovered in previous research. A second aim is to examine the distribution of metaphor clusters over time, since clusters have been found to serve important discoursal functions and might therefore be expected to increase with improved proficiency over time. The third aim is to focus more closely on the identified metaphor clusters to explore the functions they serve in the written discourse of these language learners.

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Section: Does the Distribution Of Metaphor Clusters Vary Across Grade...supporting

confidence: 53%

Section: Development Of Metaphor Productionmentioning

confidence: 99%

Section: Development Of Metaphor Productionmentioning

confidence: 99%

Section: Metaphor Clusters and Their Functionsmentioning

confidence: 99%

Section: Previous Research Has Indicated That the Increase In Metapho...mentioning

confidence: 99%

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Development of metaphorical production in learner language

Nacey¹

2023

NJLTL

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Creativity and Metaphor Translation Competence: The Case of Metaphorical Puns

Gebbia

2023

Second Language Learning and Teaching

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Developing productive metaphoric competence through a frame-inspired task-based teaching model

Dalpanagioti

2023

Crossroads

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The paper reports preliminary findings from applying a frame-inspired task-based approach to metaphor teaching in an EFL classroom. The teaching model used combines Frame Semantics, a cognitive linguistic theory that takes a usage-based view of meaning, with Task-Based Language Teaching, which emphasizes second/foreign language learning through interactionally authentic language use. In this paper we examine students’ productions in terms of the amount, type and function of metaphor use with a view to identifying the stages the students went through in developing their metaphoric competence in L2 writing. We illustrate how their metaphor awareness skills seem to develop along a continuum from non-deliberate isolated figurative instances to deliberate extended metaphor used as a conceptual and discursive framework for their writing. We thus provide preliminary evidence for the effectiveness of the proposed frame-inspired task-based approach to metaphor teaching.

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Development of L2 Metaphorical Production

Cited by 5 publications

References 0 publications

Development of metaphorical production in learner language

Development of metaphorical production in learner language

Creativity and Metaphor Translation Competence: The Case of Metaphorical Puns

Developing productive metaphoric competence through a frame-inspired task-based teaching model

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