A review of theories for metaphore examination in the expository writing of EFL learners
This paper reviews the relevant literature and theories adopted to examine the comprehension of semantics interpretation of metaphors in the expository writing of EFL learners. Three related theories are discussed; the cognitive theory of metaphor, the conceptual theory of metaphor and scaffoldin...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English English |
| Published: |
2019
|
| Subjects: | |
| Online Access: | http://eprints.unisza.edu.my/6076/1/FH02-FBK-19-24926.pdf http://eprints.unisza.edu.my/6076/2/FH02-FBK-20-37422.pdf http://eprints.unisza.edu.my/6076/ |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | This paper reviews the relevant literature and theories adopted to examine the comprehension
of semantics interpretation of metaphors in the expository writing of EFL learners. Three
related theories are discussed; the cognitive theory of metaphor, the conceptual theory of
metaphor and scaffolding theory. These theories constitute the paradigms related to figurative
language in linguistics and are concerned with cognition, conceptualisation of meaning, and
the usage of language in a particular context. Whereas the cognitive metaphor theory
explicates the cognitive processes which prompt the EFL learners to acquire, reconstruct and
map both written and spoken English metaphorical expressions in mind, the conceptual
metaphor theory enables the EFL learners to make perceptual comparisons between the
metaphorical concepts in their native language and those in English. The third theory, the
scaffolding theory is useful to assess whether the comprehension of the semantic interpretation
of metaphorical expressions in a binary discussion, between Arabic and English, helps the EFL
learners to comprehend the metaphorical expressions in English language and use them in
their expository writing. This paper concludes that metaphors are not mere literary elements
for a particular group or a specified language speaker, but are integral elements of daily
human interaction with their environment and can be shared across languages, based on their
conceptual connotation. |
|---|