Metaphors Representing English Classes: A Comparison of Thai EFL and Filipino ESL Students

Kitikanan, Patchanok

doi:10.18848/1447-9508/cgp/v08i01/42815

Cited by 1 publication

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Section: Literature Reviewmentioning

confidence: 99%

“…Traditionally, a metaphor is a linguistic expression presented in a group of terminology used in describing a particular thing based on a figurative language in a poem or literature by a speaker (Kitikanan, 2010;Kamberi, 2014). The notion of a metaphor is related to a cognitive process transition toward language use (Danto, 1980;Kitikanan, 2010). According to Cameron and Maslen (2010), metaphors are used to "talk about something in terms of something else", which rely on individuals' evaluations, attitudes, perspectives, or beliefs.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Previous studies of metaphor analysis emphasized various perspectives of metaphors, including teacher metaphors (Carter & Pitcher, 2010;Yesilbursa, 2012;Kamberi, 2014;Şimşek, 2014;Akinoglu & Eren, 2016;Ural et al, 2016;Yilmaz, 2018), learners' metaphors of teachers (Nainby & Fassett, 2008;Nikitina & Furuoka, 2008;Kesen, 2010;Kitikanan, 2010;Ishiki, 2011;Mouraz et al, 2013;Kamberi, 2014;Bas & Bal-Gezegin, 2015;Su, 2015;Effendi, 2016;Ural et al, 2016;Zhang, 2016;Jitpranee, 2017;Yilmaz, 2018), and others (e.g. Zhang & Song, 2010;Lowery, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Regarding teacher metaphors, earlier studies have focused on English teachers in terms of pedagogical perspectives (Carter & Pitcher, 2010), professional role identities (Yesilbursa, 2012), language teaching and learning (Kamberi, 2014;Şimşek, 2014;Ural et al, 2016), scientific knowledge (Akinoglu & Eren, 2016), and teachers themselves (Yilmaz, 2018). For learners' metaphors of teachers, available literature has emphasized matters of students' perceptions toward English teachers (Bas & Bal-Gezegin, 2015;Zhang, 2016;Jitpranee, 2017), English learning (Ishiki, 2011;Su, 2015), English language course books (Kesen, 2010), English courses (Kitikanan, 2010), non-English language teachers (Nikitina & Furuoka, 2008), and teaching and learning processes (Mouraz et al, 2013;Kamberi, 2014;Ural et al, 2016). However, there is still a lack of research concerning Chinese students' metaphorical descriptions of Thai teachers in the Thai universities context.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This means that teachers can access the mental images of their students' perceptions and reflections of the effectiveness of teachers' teachings on their learning outcomes (Ishiki, 2011). Accordingly, metaphorical studies of students' conceptualizations of their teachers have been conducted in many contexts including China (Zhang, 2016), Malaysia (Nikitina & Furuoka, 2008), the Philippines (Kitikanan, 2010), Thailand (Kitikanan, 2010;Jitpranee, 2017), and Turkey (Bas & Bal-Gezegin, 2015).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Chinese Students’ Metaphorical Descriptions of Thai Teachers at a Thai University

Songsirisak

Jitpranee

Lisec

et al. 2022

Malaysian Journal of Learning and Instruction

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Purpose – This paper discusses Chinese students’ negative and positive written feedback about Thai teachers using metaphorical descriptions and the links between it and their classroom experiences. Methodology – An open-response questionnaire was employed to collect the data from 21 Chinese female students. The questionnaire provided both positive and negative “people” or “thing” metaphors of Thai teachers for students’ selection. In addition, students were allowed to use their own metaphors to describe their teachers. Data was analyzed by using open and axial coding techniques. Findings – The results revealed that Chinese students were able to compare Thai teachers with either a “person” or “thing” metaphor and could write a metaphorical description that reflected different aspects of their instructors’ teaching, both positively and negatively. The quality of their descriptions was rich enough to link with their classroom learning experiences. Both positive and negative “people” and “thing” metaphorical descriptions were associated with three different viewpoints: academic, power dynamics, and emotion. The positive “people” metaphorical descriptions were linked to four classroom issues: knowledge and experience, teaching style, motivation, and guardian/protector. In contrast, the positive “thing” and negative “people” and “thing” metaphorical descriptions were linked to three classroom issues: knowledge and experience, teaching style, and emotion. Significance – These findings help to strengthen Thai-Sino understanding of the relationship between Chinese students and Thai teachers. Findings also suggested that Chinese students’ metaphorical feedback should be used with the non-metaphorical assessment form to evaluate and improve Thai teachers’ instructional practices in the Thai-Chinese student exchange curriculum.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%