Academic journal article Canadian Social Science

A Study on the Effect of Metaphor Awareness Raising on Chinese EFL Learners' Vocabulary Acquisition and Retention1/UNE ETUDE DE L'EFFET DE LA SENSIBILISATION A LA METAPHORE SUR L'ACQUISITION ET LA MEMORISATION DE VOCABULAIRE CHEZ LES ETUDIANTS CHINOIS EFL( ENGLISH FOREIGN LANGUAGE: L'ANGLAIS COMME LA LANGUE ETRANGERE)

Academic journal article Canadian Social Science

A Study on the Effect of Metaphor Awareness Raising on Chinese EFL Learners' Vocabulary Acquisition and Retention1/UNE ETUDE DE L'EFFET DE LA SENSIBILISATION A LA METAPHORE SUR L'ACQUISITION ET LA MEMORISATION DE VOCABULAIRE CHEZ LES ETUDIANTS CHINOIS EFL( ENGLISH FOREIGN LANGUAGE: L'ANGLAIS COMME LA LANGUE ETRANGERE)

Article excerpt

Abstract:

The research investigates the vocabulary acquisition and retention effect of raising learners' metaphor awareness on EFL learners (non-English majors) of intermediate-low English proficiency level. The subjects are first-year non-English college students in a vocational college. The pre-test, immediate post-test and delayed post-test experiment lasted for a whole semester and the data collected at the tests were processed with SPSS Windows 13.0. The result shows that in EFL class, organizing metaphorical expressions along their metaphorical theme is more effective in enhancing EFL learners' vocabulary retention. Accordingly, efforts to raise learners' metaphor awareness should be made in classroom-based EFL teaching and the considerations should be given in teaching treatment to achieve a better effect in EFL vocabulary teaching and learning.

Keywords: metaphorical theme/source; domain metaphor awareness; Vocabulary acquisition; vocabulary retention

Résumé: La recherche étudie l'effet de la sensibilisation à la métaphore sur l'acquisition et la mémorisation de vocabulaire chez les étudiants chinois EFL (spécialité non-anglais) qui ont un niveau d'anglais intermédiaire-faible. Les sujets d'études sont des étudiants en première année dans une école professionnelle non-anglaise. Le pré-test, le post-test immédiat et le post-test différé ont duré un semestre entier et les données recueillies lors des tests ont été traitées avec SPSS Windows 13.0. Le résultat montre que dans la classe EFL, l'organisation des expressions métaphoriques le long de leur thème métaphorique est plus efficace dans l'amélioration de la mémorisation de vocabulaire chez les apprenants EFL. En conséquence, les efforts visant à sensibiliser la conscience des apprenants sur la métaphore doivent être réalisés dans l'enseignement EFL basé sur des cours en salle de classe et les considérations devraient être y accordées pour atteindre un meilleur effet dans l'enseignement et dans l'apprentissage de vocabulaire anglais .

Mots-Clés: Thème métaphorique ; sensibilisation à la métaphore ; domaine source; acquisition de vocabulaire; mémorisation de vocabulaire

(ProQuest: ... denotes non-US-ASCII text omitted.)

1. INTRODUCTION

Vocabulary acquisition has always been the focus of linguists in the mainland, such as Gui (1983), Wen (1996), Wang (1998), Dai (2000) and Zhang (2001). Subjects of these studies are mostly English majors or non-English majors in universities. By contrast, Little attention has been paid to English learners in vocational colleges being as non-mainstream group. However, in view that the very low English proficiency level of such college students and the limited amount of vocabulary and the improper vocabulary learning strategy, it is meaningful to take English learners in vocational colleges to provide applicable and effective teaching and learning strategies.

To apply cognitive theories to EFL teaching has been prove to be effective in helping EFL learners master numerous English words, including research on learners' extraction of target words by repeating these words in reading (Barcroft 2007; Pulido 2007; Rydland & Aukrust 2005); on acquisition of relatively difficult words, such as metaphorical expressions, polysemies, verbal phrases and idioms (Barcelona 2001; Csabi 2003;DÍrven 2001;Kurtyka, 2001;Kecskes, 2000; Kövecses, 2001; Li, 2003;Liao & Fukuya 2004;Queller 2001); as well as on the cognitive processing of acquiring target words (Frajzyngier & Jirsa 2006; Goddard 2004; Këcskes 2001; Kövecses 2005;LÍttlemore & Low 2006). Among these studies, the application of metaphor theories to EFL teaching and learning has been drawing more attention as claims such as metaphor extensively exists in language and thoughts are metaphorical have been proved to be true by many linguists with Lackoff and Johnson being the representatives.

Against the backdrop of the wide application of cognitive theories in language teaching, Boers (2000, 2003) and Boers et. …

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.