Developing Metaphorical Awareness and Competence in Chinese as a Foreign Language through Concept-Based Instruction
Saved in:
| Title: | Developing Metaphorical Awareness and Competence in Chinese as a Foreign Language through Concept-Based Instruction |
|---|---|
| Language: | English |
| Authors: | Liu, Shuyuan (ORCID |
| Source: | Foreign Language Annals. Fall 2020 53(3):478-504. |
| Availability: | 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/en-us |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Figurative Language, Mandarin Chinese, Second Language Learning, Second Language Instruction, Instructional Effectiveness, Concept Teaching, Competence |
| DOI: | 10.1111/flan.12483 |
| ISSN: | 0015-718X |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1269030 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | 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. |
|---|---|
| ISSN: | 0015-718X |
| DOI: | 10.1111/flan.12483 |
