ERIC Number: EJ1269030
Record Type: Journal
Publication Date: 2020
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0015-718X
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Available Date: N/A
Developing Metaphorical Awareness and Competence in Chinese as a Foreign Language through Concept-Based Instruction
Foreign Language Annals, v53 n3 p478-504 Fall 2020
Due to the importance of metaphorical capacity for L2 learners, metaphor instruction is increasingly considered a crucial part of language education. To contribute to the still growing literature, the current study reports a project of teaching Chinese animal metaphors to learners of Mandarin as a foreign language, following the framework of systemic-theoretical instruction for concept-based instruction (CBI). Given the conceptual nature of metaphors and their role in the conceptual understanding of a language, a concept-based approach is therefore hypothesized as relevant in the development of learner's metaphorical capacity. By analyzing the surveys, coursework, and assignments completed by and the audio recordings of instructional sessions conducted with three focal participants, this research shows that CBI is effective in growing the learners' metaphorical awareness and competence, despite their difference in general language proficiency and the seemingly short period of instruction. As such, this research reveals both the mechanisms of L2 metaphor learning and the effects of CBI on the practice of L2 metaphor instruction.
Descriptors: Figurative Language, Mandarin Chinese, Second Language Learning, Second Language Instruction, Instructional Effectiveness, Concept Teaching, Competence
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
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