My work will contribute to the field of TESOL and Applied Linguistics. I’ll investigate the theory of conceptual metaphor by G. Lakoff (2004) and the theory of metaphorical modelling by A.P. Chudinov (2001). We’ll use in our research Metaphor Identification Procedure (MIP) which was introduced by E. Semino from Lancaster University (Pragglejaz group, 2007). Most of the previous works provided theoretical explanation of the metaphor, i.e. they analyzed its source domains and target domain (Lakoff, 2004) and metaphorical models within some types of discourse (Chudinov, 2001) or functions of metaphors in different kinds of discourses (Terry, 2019). What we want to do is to show that metaphors can be taught not from theoretical, but from the practical perspective and therefore it can make better teachers out of us; students will be able to understand more sophisticated forms of the language, i.e. it will develop students’ vocabulary (Tier 2, academic words) and it will develop students’ metaphor awareness.
"que les métaphores peuvent être enseignées (...) mais d'un point de vue pratique et qu'elles peuvent donc faire de nous de meilleurs enseignants "
Vous visez une meilleure performance de vos éléves ou de vous même-enseignante ?
If you are at all interested in a very fine-grained look at this, there are several pieces of reserch that look at how metaphor awareness can help with phrasal verbs, specifically:
Boers, F. (2004). Expanding learners’ vocabulary through metaphor awareness:What expansion, what learners, what vocabulary? In M. Achard & S. Niemeier(Eds.), Cognitive linguistics, second language acquisition, and foreign language teaching(pp. 211–232).
Spring, R. (2018). Teaching phrasal verbs more efficiently: Using corpus studies and cognitive linguistics to create a particle list. Advances in Language and Literary Studies, 9(5), 121-135.
Yasuda, S. (2010). Learning Phrasal Verbs Through Conceptual Metaphors: A Case of Japanese EFL Learners. TESOL Quarterly, 44(2), 250-273.
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