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Enhancing ESL learners’ vocabulary learning of metaphorically-used words

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journal contribution
posted on 2017-09-01, 00:00 authored by Leonardo Veliz
The present study examined the role of awareness of metaphor in learners’ lexical learning. A total of 35 intermediate English as second language (ESL) students participated in this study. Participants were randomly divided into two small groups. One (N = 17) served as the control group and the other (N = 18) as the experimental group. Both groups were taught several metaphorically-used expressions over a period of six weeks. The groups differed in that the experimental group received systematic and explicit explanations of the source and target relationships that underlie metaphor, while the control group did not receive such instruction. Pre-tests and Post-tests were administered in order to measure lexical understanding of metaphorical items. Two journal entries were given out to students at two different intervals throughout the teaching period in order to tap into their views of how their lexical understanding of metaphor was changing, or not changing, over time. Results revealed that those students who received systematic and explicit explanations on the concrete experiential basis of metaphor showed greater understanding of metaphorical meanings, and seemed more inclined to unpacking their metaphoricity by looking at what lies behind them.

History

Journal

Journal of language teaching and research

Volume

8

Pagination

835-846

Location

Oulu, Finland

Open access

  • Yes

ISSN

1798-4769

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Issue

5

Publisher

Academy Publication