The development of a metaphoric competence. A didactic proposal of educational innovation

Pérez, Regina Gutiérrez

doi:10.1080/17501229.2018.1466891

Cited by 7 publications

(2 citation statements)

References 25 publications

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“…Following the results, pragmatic awareness is the main challenge of ESL/EFL reading comprehension for Spanish-speaking English language students in rural areas. This evidence is confirmed by the need to develop communicative strategies supported by extralinguistic communicative components (Gutiérrez, 2018;Vettorel, 2018). Nonetheless, as mentioned above, CLT showed a more homogeneous performance in the correlational study.…”

Section: Discussionsupporting

confidence: 73%

A study of the differences among EFL/ESL methods for reading Comprehension and language awareness

Vázquez

Pérez

2021

PortaLin

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The present paper reports on the effectiveness of the Grammar-Translation Method, Communicative Language Teaching and Content and Language Integrated Learning upon reading comprehension and language awareness. The study recruited a convenience sample of 164 Spanish students from a rural area in southern Spain who randomly received these three ESL/EFL methods. The research was focused on two hypotheses. Firstly, L2 reading learning is more effective from CLT and CLIL than GTM. Secondly, CLT and CLIL demand more contextual learning. Results showed CLT method offered more similar results among the reading comprehension tasks (p<.01). However, from a descriptive study, GTM obtained the best performance globally. In all three methods, scores were weakest for pragmatic awareness. However, the interaction between reading comprehension and language awareness suggested that the intervention was more supportive for CLT. Also, significant intra-gender differences according to the learning methodology were found. Study limitations and future research recommendations also were discussed.

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Section: Discussionsupporting

confidence: 73%

A study of the differences among EFL/ESL methods for reading Comprehension and language awareness

Vázquez

Pérez

2021

PortaLin

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“…Arguments for the adoption of conceptual metaphors include claims that this technique can help the learners enhance their understanding and retention of the target language, explore the link between language and culture and boost their confidence in learning L2 vocabulary in a more insightful way instead of relying on rote memorization Doiz & Elizari, 2013). Several empirical studies have proved that metaphor awareness can help enhance the comprehension, retention, and even production of idiomatic expressions (Khoshniyat & Dowlatabadi, 2014;Kartal & Uner, 2017;Pérez, 2018;Chen, 2019;Pham, 2019;Shan, 2020). In addition, a variety of CM-related activities have been designed and step-by-step guidelines on how to apply conceptual metaphors to teaching idioms have also been proposed to ensure that L2 learners can play an active role in their idiom acquisition with conceptual metaphors as an organizer and motivator of English idiomatic expressions (Pham, 2017;Pham, 2019;Upadhaya & Sudharshana, 2021).…”

Section: Using Conceptual Metaphors To Teach English Idiomsmentioning

confidence: 99%

Student Attitude Towards the Application of Conceptual Metaphors to Teaching English Idioms

Bao

2021

IJLLT

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Contrary to the traditional view of idioms, cognitive linguists have demonstrated that the nature of idioms is not arbitrary and rote memorization is not the only way to learn them. The discovery of conceptual metaphor (CM) and its application to teaching idiomatic language in EFL has opened up a new path to more systematic and perceptive learning. However, the learners’ attitudes towards the employment of conceptual metaphors have yet to be thoroughly explored. To address this issue, the current study aimed to investigate the attitudes of 106 Vietnamese university students towards the CM-inspired instruction after a five-week treatment. Two research instruments were employed in this study: an attitudinal questionnaire and a semi-structured interview. The results of the study reveal that the CM-inspired instruction received positive feedback from the students, though the instruction itself exposed some shortcomings that need to be dealt with. To overcome its shortcomings, actual pictures and activities for structural elaboration are proposed to be used concurrently with the CM-inspired instruction.

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Metaphor in second language academic writing

Moghadam

Samar

2020

Language Awareness

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The development of a metaphoric competence. A didactic proposal of educational innovation

Cited by 7 publications

References 25 publications

A study of the differences among EFL/ESL methods for reading Comprehension and language awareness

A study of the differences among EFL/ESL methods for reading Comprehension and language awareness

Student Attitude Towards the Application of Conceptual Metaphors to Teaching English Idioms

Metaphor in second language academic writing

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