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Record identifier : 564808
Personal Name - Primary Intelectual Responsibility : NourMohammadi, Esmaeel
Title and statement of responsibility : Conceptual Metaphor and the Acquisition of English Metaphorical Competence by Iranian English Majors: A Cognitive Linguistic Approach [Thesis]/نورمحمدی، اسماعیل;supervisor: Mansoor Fahim;advisor: Mahnaz Mostafaii, Mohammad Khatib
Publication, Distribution,Etc. : , 2010
Language of the Item : eng
Internal Bibliographies/Indexes Note : Bibliography
Dissertation of thesis details and type of degree : Ph.D.
Discipline of degree : , Teaching English as a Foreign Language (TEFL)
Body granting the degree : , Allameh Tabataba'i Uiversity Faculty of Persian Literature and Foreign Languages
Summary or Abstract : Cognitive linguists argue that human thinking is largely metaphorical: we understand or experience one idea, or conceptual domain, in terms of another. Instances of this kind of thinking, referred to as conceptual metaphors, are realized as metaphorical expressions in everyday language. Some second language researchers believe that the teaching and learning of such expressions should constitute an integral part of any language teaching program.The purpose of this study was threefold. Firstly, it aimed to determine whether raising learners' awareness of conceptual metaphors would help them comprehend and produce English metaphorical expressions more effectively. Secondly, it aimed to find out whether different types of conventional English metaphors pose the same degree of difficulty for Iranian learners to comprehend. And thirdly, it aimed to find out whether there is a relationship between Iranian learners' overall English language proficiency and their comprehension of conventional English metaphors. year Iranian English majors, a control group and an experimental group, were taught about two-To answer the first research question, two groups of second hundred English conventional metaphorical expressions over a period of twelve weeks. We taught one group using a cognitive linguistic approach, in which we raised the participants' awareness of the conceptual metaphors underlying the metaphorical expressions, and the other group using a traditional approach, in which we did not foster such awareness. The subjects were given a metaphor production test and a metaphor comprehension test as pretests, posttests, and delayed tests. Results showed that, for metaphor production, there was no significant difference between the two groups. As to metaphor comprehension although the experimental group outperformed significantly the control group in the short term, they could not retain the teaching effect in the long term. To answer the second research question, a group of second year university students majoring in English literature and in English translation took a multiple choice test of conventional English metaphors. The test consisted of six subsections, each of which contained fifteen test items related to one of the six types of metaphor variation that some researchers argue to exist between metaphors in two languages. Results showed that there were statistically significant differences between some of the six types of English metaphors for Iranian learners to comprehend. To answer the third research question, the same test used in the second experiment and a version of Michigan Test of English Language Proficiency were administered to a group of first second and fourth year university students majoring in English literature and in English translation. The results showed that there was quite a high significant correlation between the participants' overall English language proficiency and their ability to comprehend conventional English metaphors.The results have important theoretical and pedagogical implications for the teaching and learning of second language everyday metaphorical expressions. Most importantly, they extend the concept of "difficulty order" and pose questions about the assessment of second language metaphorical expressions. Furthermore, they imply that teachers should treat such expressions differently, depending especially on the type of language skill that is being taught, and should use different techniques to emphasize the conceptual basis of such expressions..
Topical Name Used as Subject : cognitive linguistics
: conceptual metaphor
: conventional metaphors
Information of biblio record : TL
 
 
 
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