I am conducting a study on the metaphorical ability of CFL learners.
The question types for studying learners' metaphorical comprehension ability are usually multiple-choice and judgment questions, but the multiple-choice and judgment questions will be blindly correct.
The question types of metaphorical output ability, paraphrase questions, sentence construction questions, and fill-in-the-blank questions are more scientific, but paraphrase questions and sentence construction questions need to control many variables, such as the learner's native language background and second language level must be the same.
Is there a more rigorous type or means of testing questions?
it seems to me that multiple choice questions and other tests should focus on expressions presented with a broad textual context. Perhaps in this way we can suggest the cultural undertones which are indeed the key to understanding. I too have asked your question for a long time and this is how I answer it after many years of teaching a foreign language. in short, it is what precedes these (very valid) tests that must be expanded to remove their artificial side. good luck and let us know your progress
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Thank you very much for your answer! Focusing on creating the context of suitable target words can reduce the bias brought by culture so that the subjects' metaphor comprehension and output ability can be improved to a greater extent. This puts higher demands on the choice of experimental materials.
For example, multiple-choice questions can not just be "choose the correct one of the following," but to choose an option that best matches the context of the question.
The metaphorical output category can be used for picture description and contextual sentence-making.
I will continue to share the research progress or results, if any. Thank you again for your attention! Catherine Camugli Gallardo
If I understood you well, your problem is how to be able to elicit answers about metaphor processing independently of metaphor production proficiency, which is always linguistic in the case of EFL. If I am right in my estimation, the problem of linguistic proficiency in EFL will always persist in this case. However, a way out is to elicit student responses to data, say, in English in their their mother tongue, say, Chinese.
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