Using metaphor elicitation with pre-primary children learning English

Abstract

This article reports on a study that investigates children’s experiences and perceptions of English language learning by using a metaphor elicitation technique. Giving children a voice in the early years recognizes children as individuals and as active and capable participants in their own learning. It gives both children and teachers an insight into the language learning process and contributes to a more learner-centred pedagogy. Previous studies using this technique have shown that children are creative and capable of giving their own metaphorical representations of their English language learning experiences both inside and outside the classroom. This study includes bilingual and EFL four- and five-year-olds’ representations in the form of a ‘My learning English senses’ zig-zag book, which provides an affective, personal record of their early English language learning experiences. The findings confirm the extent to which children of this age group operate mainly in the ‘here and now’.

An Inquiry into the Translation of English Literary Metaphors Based on Text Mining Techniques

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An Exploration of Children’s English Picture Book Translation and Reading Teaching Based on Multiple Intelligences Theory

“…The use of data analysis in three controlled experiments demonstrated that both native language vowel articulation and English vowel articulation affect static and dynamic spectral features. Literature [9] reported on an investigation into the English learning processes and cognitive programs of children using metaphorical heuristics. Respectfully acknowledging children's independence during early childhood leads to their active participation in learning, which enables them to become more creative and confident.…”