Developing an ability to understand and use metaphor is essential for successful language learning. While teachers/researchers have examined the effects of metaphor training in language classrooms, they have rarely embedded the instruction into a four skills language curriculum. To fill this gap, this study explores the effectiveness of metaphor instruction in developing reading, writing, listening, and speaking skills for both EFL and ESL learners. During this two-part study, the pre-test and post-test scores of an experimental group of 11 EFL students who received metaphor and metonymy instruction in the four skills were compared with a control group of 10 EFL students. Next, the test scores of two experimental groups of 11-12 ESL students who received metaphor and metonymy instruction in either reading and writing or listening and speaking were compared with two control groups of 12 ESL students. The thesis finds that explicit metaphor instruction can lead to modest improvements for some aspects of metaphor use. However, as different task types, genres, and topics were found to require different types and amounts of metaphor and metonymy use, the thesis also finds that it is essential to consider the nature of the communicative task when developing metaphor instruction.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:731821 |
| Date | January 2017 |
| Creators | Hilliard, Amanda |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/7830/ |
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