| dc.contributor | 英文系 | - |
| dc.creator (作者) | Chen, Yi-chen;Lai, Huei-ling | - |
| dc.creator (作者) | 陳怡蓁;賴惠玲 | - |
| dc.date (日期) | 2015-11 | - |
| dc.date.accessioned | 25-Nov-2015 15:39:53 (UTC+8) | - |
| dc.date.available | 25-Nov-2015 15:39:53 (UTC+8) | - |
| dc.date.issued (上傳時間) | 25-Nov-2015 15:39:53 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/79413 | - |
| dc.description.abstract (摘要) | This study evaluated two cognitive-oriented methods for learning figurative language in an EFL context to develop metaphoric competence. Sixty-eight Taiwanese university students participated in the experiment and were separated into two groups: one group received instruction involving conceptual metaphors, while the other group received instruction involving metaphoric mappings. A test was designed to measure the participants` ability to recognize metaphors and metonymies. The data collected from the pre-tests and post-tests were analyzed using a multiple regression model. The results demonstrated that both methods improved learners` awareness and retention of figurative language, confirming the beneficial influence of explicit instruction; in addition, the instruction on metaphoric mappings was more helpful in facilitating learners` awareness of expressions involving more abstract concepts with complicated mapping relationships. The findings shed light on the effectiveness of cognitive-oriented methods in the EFL teaching and learning of figurative expressions. | - |
| dc.format.extent | 489347 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (關聯) | IRAL: International Review of Applied Linguistics in Language Teaching, 53(4), 415-438 | - |
| dc.subject (關鍵詞) | EFL; explicit instruction; metaphor and metonymy; metaphoric competence | - |
| dc.title (題名) | Developing EFL learners` metaphoric competence through cognitive-oriented methods | - |
| dc.type (資料類型) | article | en |
| dc.identifier.doi (DOI) | 10.1515/iral-2015-0019. | - |
| dc.doi.uri (DOI) | http://dx.doi.org/10.1515/iral-2015-0019. | - |
