1. NCCU Academic Hub
  2. 學術產出
  3. 外國語文學院
  4. 期刊論文
  5. Item

學術產出-期刊論文

文章檢視/開啟

書目匯出

Google ScholarTM

政大圖書館

引文資訊

TAIR相關學術產出

題名 EFL learners` awareness of metonymy-metaphor continuum in figurative expressions
作者 賴惠玲; 陳怡蓁
Lai, Huei-ling
貢獻者 英文系
關鍵詞 language awareness; cognitive comparison; EFL; figurative languague; Chinese; metaphor
日期 2012.08
上傳時間 7-七月-2014 13:21:00 (UTC+8)
摘要 Most studies about figurative language learning focus on metaphor rather than metonymy; however, the interactions of metonymy and metaphor are so intricate that the boundary forms not a dichotomy but a continuum. Such a continuum and its influences on figurative language learning have not been studied in depth. The present study investigates EFL (English as a Foreign Language) learners’ responses to different metonymic and metaphoric expressions. Twenty-eight Taiwanese EFL learners participated in the study, which asked them to rate 40 sentences based on their certainty of figurative language use. The results show that EFL learners were capable of distinguishing between sentences with and without figurative expressions, and were more certain in judging metaphoric expressions than metonymic ones. Moreover, they found it easier to recognise expressions of the emotion anger than those of other topics. Their performances indicate that EFL learners are able to use their shared experiences to identify figurative language uses. This study suggests that it may be beneficial to integrate ideas of conceptual metonymy and metaphor to raise learners’ awareness of abstract but universal concepts involved in figurative expressions.
關聯 Language Awareness, 21(3), 235-248
資料類型 article
DOI http://dx.doi.org/10.1080/09658416.2011.598527
dc.contributor 英文系en_US
dc.creator (作者) 賴惠玲; 陳怡蓁zh_TW
dc.creator (作者) Lai, Huei-lingen_US
dc.date (日期) 2012.08en_US
dc.date.accessioned 7-七月-2014 13:21:00 (UTC+8)-
dc.date.available 7-七月-2014 13:21:00 (UTC+8)-
dc.date.issued (上傳時間) 7-七月-2014 13:21:00 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/67349-
dc.description.abstract (摘要) Most studies about figurative language learning focus on metaphor rather than metonymy; however, the interactions of metonymy and metaphor are so intricate that the boundary forms not a dichotomy but a continuum. Such a continuum and its influences on figurative language learning have not been studied in depth. The present study investigates EFL (English as a Foreign Language) learners’ responses to different metonymic and metaphoric expressions. Twenty-eight Taiwanese EFL learners participated in the study, which asked them to rate 40 sentences based on their certainty of figurative language use. The results show that EFL learners were capable of distinguishing between sentences with and without figurative expressions, and were more certain in judging metaphoric expressions than metonymic ones. Moreover, they found it easier to recognise expressions of the emotion anger than those of other topics. Their performances indicate that EFL learners are able to use their shared experiences to identify figurative language uses. This study suggests that it may be beneficial to integrate ideas of conceptual metonymy and metaphor to raise learners’ awareness of abstract but universal concepts involved in figurative expressions.en_US
dc.format.extent 103314 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.relation (關聯) Language Awareness, 21(3), 235-248en_US
dc.subject (關鍵詞) language awareness; cognitive comparison; EFL; figurative languague; Chinese; metaphoren_US
dc.title (題名) EFL learners` awareness of metonymy-metaphor continuum in figurative expressionsen_US
dc.type (資料類型) articleen
dc.identifier.doi (DOI) 10.1080/09658416.2011.598527-
dc.doi.uri (DOI) http://dx.doi.org/10.1080/09658416.2011.598527-