On the production of metaphors and metonymies by Jordanian EFL learners: acquisition and implications

Abstract

This study explores the ability of Jordanian learners of English as a foreign language (EFL) to produce English metaphorical and metonymical expressions, using a completion task. It also examines whether the use of conceptual and linguistic knowledge of the participants’ first language, i.e. Jordanian Arabic (JA) would facilitate the production task. The study adopts a contrastive model to compare and contrast figurative devices in English and JA, consisting of six types that vary in relation to the conceptual bases and linguistic expressions involved. The results reveal that even though the participants’ scores were poor, the participants exhibited a general capacity to produce metaphorical/metonymical expressions that are similar in meaning to the ones required on the test, utilizing their L1 conceptual and linguistic knowledge. It was suggested that three important factors need to be satisfied to enable EFL learners to produce English figurative devices correctly, i.e. knowledge of the conceptual bases involved, a good command of English collocational knowledge and familiarity with the concept of partial synonymy, and continuous exposure to the figurative expressions in real-life English. Based on these results, the study proposes some pedagogical implications that may assist EFL learners to familiarize themselves with metaphorical/metonymical expressions in English and it concludes with recommendations for further research.

The effect of blended learning on the development of clause combining as an aspect of the acquisition of written discourse by Jordanian learners of English as a foreign language

“…Based on our understanding of the Jordanian teaching context and the level of our students taking into account their educational background and exposure to English, we selected students with a GPA of 3.00 or higher because we believed that this procedure might provide more reliable data (cf. Altakhaineh & Zibin, ; Zibin, , ; Zibin & Altakhaineh, ). We also intended to select a homogenous group in terms of academic level in an attempt to cancel any intervening factors in the results we obtain.…”

“…The difficulty is not merely attributed to acquiring enough vocabulary that will enable students to convey their ideas effectively in writing; it also includes their knowledge of certain aspects of discourse, for example, clause combining (see Veronique, ). On the basis of our experience as teachers of English as a foreign language, some of the challenges facing teachers in Jordan are the English teaching methods followed at school and to a certain extent at university level (see Zibin, ). Traditional teaching methods have made students over dependant on teachers, lacking self‐independence.…”

Levels of Processing and Producing Conventional Metaphors by English Foreign Language Learners in Written Language

“…However, based on the results, the two researchers reported that cultural awareness of the figurative expressions of the target language may contribute considerably to the development of communicative competence, in addition to other language skills. In her study, Zibin (2016) explores the ability of Jordanian learners of English as a foreign language learners to produce English metaphorical expressions, and whether participants" knowledge of conceptual and linguistic metaphors of their mother tongue Jordanian have an influence on the production of metaphorical expressions.…”

“…In most cases, metaphors that express emotions are quite frequent because in almost cases they emotions are integrated within the in humans" lives. [However], the time it is not used frequently in everyday experiences, then its frequency will not be high (Zibin 2016).…”

The Use of Loanwords in Emirati Arabic According to Speakers’ Gender, Educational Level, and Age

“…The second section consists of two questions that test the participants' production of different loanwords (see Appendix A). The questions of the second section are written in Emirati Arabic and they aim to test the participants' productive skills (see also Zibin, 2016). These questions require one-word or two-word (e.g.…”