Metaphors in the EFL Classroom: a comparative between two approaches to deal with vocabulary in the Secondary Education English class
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Título
Metaphors in the EFL Classroom: a comparative between two approaches to deal with vocabulary in the Secondary Education English classAutoría
Tutor/Supervisor; Universidad.Departamento
Silvestre López, Antonio José; Universitat Jaume I. Departament d'Estudis AnglesosFecha de publicación
2017Editor
Universitat Jaume IResumen
According to the general view, metaphors are usually presented as rhetorical devices
characteristic of poetry and literary language. However, under the cognitive linguistics
perspective, metaphors (more concretely, ... [+]
According to the general view, metaphors are usually presented as rhetorical devices
characteristic of poetry and literary language. However, under the cognitive linguistics
perspective, metaphors (more concretely, conceptual metaphors), are present in our daily
life as ways of thinking (Lakoff & Johnson, 1980). It is precisely for that reason that
metaphorical language (that is, vocabulary and expressions working at the level of
language, as derived from one or various conceptual metaphors working at the level of
thought) seems a very useful technique for vocabulary management in SLA. Taking into
consideration the emotions of happiness, sadness and anger and their categorization as
belonging to coherent sets of conceptual metaphors (Kövecses, 2010), it is possible to
create a set of activities that would facilitate acquisition of vocabulary for Secondary
School students. The aim of this study is threefold: firstly, it aims to determine which
learning approach (traditional vs. innovative) could result more successful for today’s
necessities. Secondly, it is also intended to shed some light on how to foster the
development of the associative capacity through metaphor (more specifically, the
students’ innate capacity of associating mental images and metaphorical expressions).
Thirdly, this research also aims to evaluate whether motivation (Boers, 2000; Littlemore,
2009) may influence the language acquisition process. In order to study these three
factors, two sets of activities were presented to two different groups: one set focusing on
a traditional approach and the second one on an innovative approach. The English
language is very rich in metaphors (metaphorical expressions), so to use the conceptual
metaphor approach in order to foster the learning of new vocabulary can benefit its
acquisition. Results suggest that, the use of metaphorical language related to the three
basic emotions is an effective combination for language acquisition. Overall, it may be
stated that a successful process of vocabulary acquisition related to the adjectives that
characterize each emotion can be accomplished if the right amount of motivational factors
are presented to the students. [-]
Palabras clave / Materias
Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes | Máster Universitario en Profesor/a de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas | Master's Degree in Secondary Education, Vocational Training and Language Teaching | conceptual metaphors | SLA | traditional method | innovative method | motivation | emotions | happiness | sadness | anger
Descripción
Treball Final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi.: SAP419. Curs acadèmic: 2016/2017.
Tipo de documento
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