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題名 Being Aware is not Enough: Learning Metaphor and Metonymy through Cognitive-oriented Methods
作者 陳怡蓁;賴惠玲
Chen, Yi-chen ; Lai, Huei-ling
貢獻者 英文系
關鍵詞 Metaphor/metonymy; Learner’s awareness; Concept
日期 2013.06
上傳時間 13-Jun-2014 16:55:54 (UTC+8)
摘要 Researchers contend that learners’ awareness of linguistic motivations is the key to second language acquisition, and so is to figurative language learning. One method adapts the idea of conceptual metaphors has been proved beneficial for improving learners’ awareness of and retention on figurative expressions. However, this method underestimates the importance of metonymy, the other pervasively used figurative language, and the potential difficulties caused by cultural differences among speakers from different language families. Another method which involves the idea of metaphoric mappings, though is believed helpful in providing systematic structures, still begs for empirical evidence of learning effects. The present study aims to investigate the effects of these two cognitive-oriented methods for learning figurative language, including metonymy and metaphor, in an EFL context. Sixty-eight Taiwan’s university students participated in the experiment, and were separated into two groups receiving two instructions respectively. The results demonstrate favorable influences on learners’ awareness and retention in both groups, but the instruction on metaphoric mappings is especially helpful in facilitating learners’ awareness of expressions involving abstract concepts with complicated mapping relationships. The results of the study shed light on the application to EFL teaching and learning of figurative language as well as instruction development.
關聯 Referred Proceedings of ALAA (Applied Linguistics Association of Australia) Conference, pp.610-639
資料類型 article
dc.contributor 英文系en_US
dc.creator (作者) 陳怡蓁;賴惠玲zh_TW
dc.creator (作者) Chen, Yi-chen ; Lai, Huei-lingen_US
dc.date (日期) 2013.06en_US
dc.date.accessioned 13-Jun-2014 16:55:54 (UTC+8)-
dc.date.available 13-Jun-2014 16:55:54 (UTC+8)-
dc.date.issued (上傳時間) 13-Jun-2014 16:55:54 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/66703-
dc.description.abstract (摘要) Researchers contend that learners’ awareness of linguistic motivations is the key to second language acquisition, and so is to figurative language learning. One method adapts the idea of conceptual metaphors has been proved beneficial for improving learners’ awareness of and retention on figurative expressions. However, this method underestimates the importance of metonymy, the other pervasively used figurative language, and the potential difficulties caused by cultural differences among speakers from different language families. Another method which involves the idea of metaphoric mappings, though is believed helpful in providing systematic structures, still begs for empirical evidence of learning effects. The present study aims to investigate the effects of these two cognitive-oriented methods for learning figurative language, including metonymy and metaphor, in an EFL context. Sixty-eight Taiwan’s university students participated in the experiment, and were separated into two groups receiving two instructions respectively. The results demonstrate favorable influences on learners’ awareness and retention in both groups, but the instruction on metaphoric mappings is especially helpful in facilitating learners’ awareness of expressions involving abstract concepts with complicated mapping relationships. The results of the study shed light on the application to EFL teaching and learning of figurative language as well as instruction development.en_US
dc.format.extent 642775 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.relation (關聯) Referred Proceedings of ALAA (Applied Linguistics Association of Australia) Conference, pp.610-639en_US
dc.subject (關鍵詞) Metaphor/metonymy; Learner’s awareness; Concepten_US
dc.title (題名) Being Aware is not Enough: Learning Metaphor and Metonymy through Cognitive-oriented Methodsen_US
dc.type (資料類型) articleen