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This article presents a didactic experience carried out in the Degree of Translation and Interpreting (English) at Pablo de Olavide University in Seville and it is part of a project of Innovation and Teaching Development. The main objective is the development in students of a metaphoric competence – metaphorical awareness and strategies to understa...
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In this work we analyze an anonymous Spanish manuscript dated on 1670. This manuscript, which is deposited in the National Library of Spain, is exclusively devoted to fractional numbers. The analysis that we have carried out is organized around two axes. In the first place, a didactic analysis focused on conceptual, phenomenological and representat...
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... About surveying the standpoints of the students towards implementing the CM-based Approach to teaching idioms, which has been deemed a necessary factor to determine whether the application of the approach is feasible and helps better learning outcomes, quite a few studies (Li, 2003;Beréndi et al., 2008;Kömür & Çimen, 2009;Pérez, 2018;Shan, 2020;Pham, 2021) in the area directly or indirectly have been conducted. ...
... Simultaneously, based on observation, the participants overwhelmingly concentrated on the activities. Another survey finding unveiled that the innovative nature of the CMs to be deployed in an L2 teaching context was positively confirmed by the participants (Pérez, 2018). Likewise, Shan (2020) found that the participants had a great eagerness for learning idioms with the help of CM-based instruction since the approach, to the participants, was timesaving and systematic for learning a wide range of idioms at a time. ...
... It is worth knowing that these studies have not been without limitations. To delineate, Li (2003) and Pérez (2018) indirectly examined students' opinions on exploiting the approach in L2. Beréndi et al. (2008) informally and after months of experimenting, surveyed the participants which probably made them not able to remember many things that happened during the experiment. ...
The advent of Conceptual Metaphors (CMs) has led to the use of Applied Cognitive Linguistics in recent years to be the growing area within the ELT field. In this regard, previous studies in other language contexts have proven that CM is a good medium for teaching English idioms and other vocabulary items. Despite a great deal of research on the positive impact of the CM-based Approach in teaching vocabulary and idioms to EFL students, very few studies have reported students’ perspectives on its implementation. Such an endeavor is completely new to EFL classes in the Kurdish context since the perspectives of the Kurdish undergraduate students of EFL have not been known yet. Therefore, this study is an attempt to explore the Kurdish students’ perspectives on using the CM-based Approach in teaching idioms within the EFL framework. Quantitative and qualitative data were collected by adopting a questionnaire consisting of closed-ended items and open-ended questions, inquiring 52 junior English-majored Kurdish students. The results indicate that almost all the participants have positive attitudes towards the approach as it has benefits to language learning; hence, they are eager to know more about it. However, negative attitudes towards the approach and its implementation in teaching idioms were observed. Additionally, suggestions were presented by the respondents to improve CM-based instruction in EFL.
... The pervasiveness of figurative language in everyday communication also raises the importance of metaphor instruction in language classrooms. Language learners can benefit from explicit teaching of figurative language from the early stages of their education (Galantomos, 2018;Gutiérrez Pérez, 2018;Liu & Hsieh, 2020). The CEFR metaphor descriptors for levels A2 to C2 developed by Littlemore et al. (2014) can prove helpful in that regard. ...
The ubiquitous nature of metaphor in everyday life and its significance in second language learning has triggered plethoric research on the relationship between metaphor and language learning. To contribute to the still growing literature, the current study explore the effect of learner variables, namely gender and proficiency, on metaphor use in TEFL students’ writing. To achieve that objective, 27 intermediate and 23 upper-intermediate Iranian TEFL students were asked to write on an IELTS Writing Task 2 topic. Fifty essays were analyzed for metaphor use through Metaphor Identification Procedure (Pragglejaz Group in Metaphor Symb 22(1):1–39, 2007) and Vehicle Identification Procedure (Cameron in Metaphor in educational discourse, Continuum, London, 2003). The data analyzed through t-test and multiple regression analysis revealed the advantage of upper-intermediate students over intermediate students concerning metaphor use in their writing. Gender, on the other hand, did not play an influential role in the students’ metaphor use. The findings of this research and the implications they might have for the field of English language teaching will be discussed.
... -Actividades de reflexión. Es muy habitual que en las secuencias de actividades se incluya alguna pregunta como "¿existen metáforas similares en tu lengua?", que trata de introducir a una reflexión general sobre la existencia de esquemas metafóricos compartidos por la L1 y la L2 (Gómez Vicente, 2013;Cuberos Vicente, 2014;Masid Blanco, 2014;Gutiérrez Pérez, 2018). -Actividades de relacionar. ...
... -Actividades de relacionar con imágenes. Varios autores plantean ejercicios en los que los alumnos deben relacionar las expresiones metafóricas con imágenes que representan gráficamente los significados literales correspondientes (Hijazo- Gascón, 2011;Cuberos Vicente, 2014;Gutiérrez Pérez, 2018;Altakhaineh y Shahzad, 2020). Es particularmente interesante la propuesta de Martín Gascón (en prensa) quien, en vez de imágenes, utiliza GIFs animados, un formato muy atractivo que consiste en una secuencia de imágenes que se repite en breves intervalos. ...
Investigaciones recientes han demostrado que en el desarrollo de la competencia metafórica en una segunda lengua (L2) entra en juego, entre otros factores, la primera lengua (L1) del aprendiente. Ante esta evidencia, en el presente trabajo nos proponemos actualizar el tratamiento del lenguaje metafórico en el aula de segundas lenguas, incorporando una mayor atención al contraste entre la L1 y la L2. Para ello, en primer lugar, establecemos un estado de la cuestión en el que examinamos el impacto de la influencia interlingüística en el desarrollo de la competencia metafórica en una L2, con especial atención al papel de la L1 en las metodologías didácticas empleadas para la enseñanza de la metáfora. En segundo lugar, a modo de ilustración, nos centramos en el caso de la metáfora conceptual LAS EMOCIONES SON SABORES. Basándonos en un estudio previo en el que se analiza esta metáfora de forma contrastiva en español y en inglés, presentamos una propuesta didáctica original para estudiantes angloparlantes de español, en la que se aborda el lenguaje metafórico de los sabores.
... Metaphoric competence (MC) is considered as important as the linguistic and communicative competences (Danesi, 1992), and plays the crucial role in the development of the latter two, which has been explicitly or implicitly conveyed in the mounting studies in question (Pérez, 2019;Batoréo, 2018;Sabet & Tavakoli, 2016;Aleshtar & Dowlatabadi, 2014;Doiz & Elizari, 2013;Littlemore & Low, 2006;Gong, 2006;Liang, 2002;Cameron, 1996;Danesi, 1988;. More and more focuses, therefore, have been attracted to the study of development of metaphoric competence in language learners, thereby "producing a dramatic growth in the number of research on metaphoric competence in recent years" (Shi & Liu, 2010, p. 10). ...
... Metaphoric competence (MC) is considered as important as the linguistic and communicative competences (Danesi, 1992), and plays the crucial role in the development of the latter two, which has been explicitly or implicitly conveyed in the mounting studies in question (Pérez, 2019;Batoréo, 2018;Sabet & Tavakoli, 2016;Aleshtar & Dowlatabadi, 2014;Doiz & Elizari, 2013;Littlemore & Low, 2006;Gong, 2006;Liang, 2002;Cameron, 1996;Danesi, 1988;. More and more focuses, therefore, have been attracted to the study of development of metaphoric competence in language learners, thereby "producing a dramatic growth in the number of research on metaphoric competence in recent years" (Shi & Liu, 2010, p. 10). ...
... 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 of developing communicative strategies supported by extralinguistic communicative components (Gutiérrez 2018;Vettorel 2018 This common language awareness also influences on lexical awareness (Kopecková 2018;Yeung 2018). ...
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.
... The major theme running through several studies is that metaphor awareness can enhance idiomatic competence ( Kö mür & Çimen, 2009;Vasiljevic, 2011;Doiz & Elizari, 2013;Khoshniyat & Dowlatabadi, 2014;Kartal & Uner, 2017;Pé rez, 2018;Chen, 2019). Though the use of CMs is proved to be beneficial to idiom acquisition, their effects over time are still a matter for debate. ...
The discovery that several figurative idioms are semantically motivated by a common conceptual metaphor (CM) has opened up a path to more systematic and insightful learning. However, it was still unclear to what extent the elaboration of conceptual metaphors (CMs) could facilitate learners’ reception and production of idioms over time. To address this issue, a quasi-experiment was conducted, with the pre-test – post-test design, on a sample of 69 Vietnamese undergraduates. Results revealed that the explanation of CM was especially beneficial for the students’ idiom reception over time, and to a lesser extent for their use of idioms. Though not outstanding in the short term compared with the traditional method, this cognitive approach showed its relatively long-lasting value in terms of both idiom reception and production.
Collaboration of teacher educators with school teachers in developing lesson materials is paramount for professional development. A burgeoning of research on educator-teacher collaboration in writing a textbook, for instance, has existed; however, there is little attention to the narratives on the collaborators’ experiences through the metaphorical lens. Telling stories about collaborative experiences through the metaphorical lens can help understand the complexity of phenomena because thoughts are implicit and difficult to express. This study attempted to fill the void by analyzing the experiences of partnering with teachers in developing the textbook of classroom action research (CAR). It involved stories of the researchers upon their collaborative writing experiences working with twelve primary school teachers in Aceh, Indonesia. In analyzing the collaborators’ experiences, this study drew upon Lakoff and Johnson’s Conceptual Metaphor Theory (CMT). Analyses of the collaborators’ stories upon their experiences generated four primary implicit metaphors that represent acquisition metaphors rather than participation metaphors, such as ‘collaborative writing is listening to the trainers’, ‘collaborating teachers as the trainees’, ‘university collaborators as the experts’, and ‘product is more important than the process’. The findings offer insights into the importance of reflecting on the experiences and generating metaphors to make sense of roles played by collaborating teachers and lecturers involved in a collaborative project.
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.
