Learning without metaphor

Green, Thomas F.

doi:10.1017/cbo9781139173865.028

Cited by 14 publications

(8 citation statements)

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“…It could also mean that the internalized knowledge and the FGC identity remain protected within the cultural context, but become vulnerable when challenged from outside. If the learning process stops at the level of learning metaphors, this may confuse and give unclear knowledge, rather than stimulate the development of critical reflexive thinking 18,26,28,29…”

Section: Resultsmentioning

confidence: 99%

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Meaning-making of female genital cutting: children’s perception and acquired knowledge of the ritual

Schultz¹,

Lien²

2013

IJWH

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How do girls who have undergone female genital cutting understand the ritual? This study provides an analysis of the learning process and knowledge acquired in their meaning-making process. Eighteen participants were interviewed in qualitative indepth interviews. Women in Norway, mostly with Somali or Gambian backgrounds, were asked about their experiences of circumcision. Two different strategies were used to prepare girls for circumcision, ie, one involving giving some information and the other keeping the ritual a secret. Findings indicate that these two approaches affected the girls’ meaning-making differently, but both strategies seemed to lead to the same educational outcome. The learning process is carefully monitored and regulated but is brought to a halt, stopping short of critical reflexive thinking. The knowledge tends to be deeply internalized, embodied, and morally embraced. The meaning-making process is discussed by analyzing the use of metaphors and narratives. Given that the educational outcome is characterized by limited knowledge without critical reflection, behavior change programs to end female genital cutting should identify and implement educational stimuli that are likely to promote critical reflexive thinking.

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Section: Resultsmentioning

confidence: 99%

“…Green26 argues that it is difficult to provide religious instruction without the use of metaphors because of lack of empirical data. We could argue that there are similarities between a child’s first religious instruction and teaching about FGC.…”

Section: Discussionmentioning

confidence: 99%

Meaning-making of female genital cutting: children’s perception and acquired knowledge of the ritual

Schultz¹,

Lien²

2013

IJWH

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“…Metaphor is invaluable in learning in general (Green, 1979;Petrie, 1979) and language teaching (Sticht, 1979;Low, 1988;Martinez-Duenas, 1988;Ponterotto, 1994). This is further evidence that metaphor is not a matter of linguistic use of words but a cognitive tool in learning, teaching, and understanding in general.…”

Section: Resultsmentioning

confidence: 99%

Metaphoric Discourse in the Age of Cognitive Linguistics, with Special Reference to Tunisian Arabic (TA)

Maalej¹

1999

Jlse

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“…In the same vein, Zheng and Song (2010) advocate strongly that metaphor in education sustains the learners with many insightful clues that help them unravel the mysteries of the language that featured in different contexts and inspire them new tricks for understanding. However, the metaphor is very often accused of clouding the issue of transparency and the discernment of literary taste by presenting sloppy and odd ways of thinking (see Green, 1993). But many of its appreciators, who are in the majority, show the lofty ideal of integrating metaphors in the classrooms to help the learners get outside the familiar world of the language by experiencing things that are full of novelty, inspiration, and discovery.…”

Section: Metaphor Literature and The Efl Classroom: A Shove Towardsmentioning

confidence: 99%

Resurrecting ‘Metaphor’ inside the EFL Poetry Classroom: a Nudge towards an Integrated-Model

Bouali¹

2020

AWEJ‑tls

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'Metaphor' captures the zeitgeist of the 21st Century for reaching a climactic scene on the stage of cognitive linguistics, literary studies, and Second Language (L2) teaching. Important though, in Algerian English as Foreign Language (EFL) literature classrooms, metaphor plays a peripheral role in education, as it scarcely appears either as part and parcel device in literature analysis or as a means for strengthening the understanding of poetry. However, even in those literary spaces where it visibly manifests itself, learning the metaphoric language does not touch a chord with the learners. The persistent issue is that many Algerian instructors are still employing threadbare, transmissive modes of instruction that fail deceptively to reach satisfying scholarly ends. In this sense, the fulcrum aim of this study is to explore the effectiveness of repositing metaphor inside the poetry curriculum. Correspondingly, it proposes the integrated-model as a state-of-art teaching framework. The primary question that this study seeks to answer is whether teaching poetry via an integrated approach may act as a stimulus for enhancing students' Metaphoric Competence (MC). The secondary subsidiary endeavour is to diagnose the different intricacies that the learners confront along that process. Guided by these incentives, the researcher has carried an empirical study (pre/posttest) with forty-first year EFL Algerian students from Tlemcen University using four poems as evaluative materials. To analyze the effectiveness of the experiment using SPSS, the inquirer has opted for the Paired-Samples t-Test to check whether the paradigm shift in the same group of participants' grades is statistically significant or not. Substantially, this study reveals that the implementation of an integrated framework to instruct poetry provides a springboard for remarkable betterments in the area of MC. This progress is evidenced by its ability to revitalize the learners' cognitive potentials to comprehend, interpret, and evaluate conceptual metaphors embedded in poetry. In an unfavourable note, this study has also dropped the veil on some language difficulties that the students face in the course of metaphor analysis, that stem mainly from the low exposure to the target language (TL), and the poor engagement with the different literary modes of expression. Finally, for the hope of honing (MC) inside the Algerian EFL classes, it is fervently recommended that the teachers assist their learners actively in well-defined figurative-oriented assignments that focus on raising the awareness of the L2 conceptual mapping. Technological aids are also a solicited constructive teaching material that may make poetry draw a new breath of life inside the classroom and beyond.

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Learning without metaphor

Cited by 14 publications

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Meaning-making of female genital cutting: children’s perception and acquired knowledge of the ritual

Meaning-making of female genital cutting: children’s perception and acquired knowledge of the ritual

Metaphoric Discourse in the Age of Cognitive Linguistics, with Special Reference to Tunisian Arabic (TA)

Resurrecting ‘Metaphor’ inside the EFL Poetry Classroom: a Nudge towards an Integrated-Model

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Learning without metaphor

Cited by 14 publications

References 0 publications

Meaning-making of female genital cutting: children&rsquo;s perception and acquired knowledge of the ritual

Meaning-making of female genital cutting: children&rsquo;s perception and acquired knowledge of the ritual

Metaphoric Discourse in the Age of Cognitive Linguistics, with Special Reference to Tunisian Arabic (TA)

Resurrecting ‘Metaphor’ inside the EFL Poetry Classroom: a Nudge towards an Integrated-Model

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Meaning-making of female genital cutting: children’s perception and acquired knowledge of the ritual

Meaning-making of female genital cutting: children’s perception and acquired knowledge of the ritual