A Frame-Inspired Task-Based Approach to Metaphor Teaching

Dalpanagioti, Thomai

doi:10.4000/lexis.5839

Cited by 1 publication

(1 citation statement)

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“…Presenting details about each of the two frameworks lies outside the scope of this paper, as this has been done in previous studies (Dalpanagioti 2021(Dalpanagioti , 2022a(Dalpanagioti , 2022b, which justify the compatibility of the two models, point out what each model can gain from this integration, and provide illustrative lesson plans. To sum up, what lies at the core of this integrated approach is meaningful, contextualized language use, since both models capture both situational and linguistic contexts, thus maximizing opportunities for highlighting conceptual and lexico-grammatical patterns in a communicative setting.…”

Section: Introductionmentioning

confidence: 99%

Developing productive metaphoric competence through a frame-inspired task-based teaching model

Dalpanagioti

2023

Crossroads

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The paper reports preliminary findings from applying a frame-inspired task-based approach to metaphor teaching in an EFL classroom. The teaching model used combines Frame Semantics, a cognitive linguistic theory that takes a usage-based view of meaning, with Task-Based Language Teaching, which emphasizes second/foreign language learning through interactionally authentic language use. In this paper we examine students’ productions in terms of the amount, type and function of metaphor use with a view to identifying the stages the students went through in developing their metaphoric competence in L2 writing. We illustrate how their metaphor awareness skills seem to develop along a continuum from non-deliberate isolated figurative instances to deliberate extended metaphor used as a conceptual and discursive framework for their writing. We thus provide preliminary evidence for the effectiveness of the proposed frame-inspired task-based approach to metaphor teaching.

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Section: Introductionmentioning

confidence: 99%