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The effect of teaching conceptual and image metaphors to EFL learners

Shokouhi, Hossein and Isazadeh, Mahsa 2009, The effect of teaching conceptual and image metaphors to EFL learners, Open applied linguistic journal, vol. 2, pp. 22-31.

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Title The effect of teaching conceptual and image metaphors to EFL learners
Author(s) Shokouhi, Hossein
Isazadeh, Mahsa
Journal name Open applied linguistic journal
Volume number 2
Start page 22
End page 31
Total pages 10
Publisher Bentham Open
Place of publication Bussum, The Netherlands
Publication date 2009
ISSN 1874-9135
Keyword(s) conceptual teaching
EFL learners
Summary Foreign language learners encounter difficulties utilizing metaphorical expressions in everyday language, particularly because the use of metaphors in the discourse context is inescapable. In this study, efforts have been made to provide an effective way for the Iranian language learners to acquire and employ conceptual and image metaphors. The instruction took place on 60 junior students studying at the University of Petroleum Engineering at Ahvaz, a southern city in Iran, who were selected on the basis of their high marks on an English proficiency test. Forty metaphors of both types were presented to the participants during 10 sessions of instruction. To collect data on the learners' performance, a 30- item sentence completion test requiring 'word-given' and 'recognition' type responses was prepared and administered. The results of a statistical t-test indicated no significant difference in the rate of acquiring conceptual and image metaphors (P>.05). Therefore, both metaphors can be successfully taught concurrently with little difficulty.
Notes Reproduced with the kind permission of the copyright owner.
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2009, Bentham Open
Persistent URL http://hdl.handle.net/10536/DRO/DU:30045958

Document type: Journal Article
Collections: School of Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.