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Can second language metaphorical competence be taught through instructional intervention? A meta-analysis
Xiaoyong Zhou1, Muhammad Younas2, Abdulfattah Omar3
1School of Foreign Languages, East China Normal University, Shanghai, China.
Frontiers in Psychology
|December 26, 2022
Summary
This meta-analysis shows that teaching metaphors significantly improves second language learners' metaphorical competence. Effective interventions combine concept input with practice, aiding future language pedagogy.
Area of Science:
- Cognitive Linguistics
- Second Language Acquisition
- Educational Psychology
Background:
- Traditionally, metaphor was viewed as a rhetorical device.
- Cognitive linguistics highlights metaphor's crucial role in foreign language education.
Purpose of the Study:
- To evaluate the effectiveness of pedagogical interventions in enhancing metaphorical competence.
- To assess the impact of teaching methods on learners' ability to understand and use metaphors.
Main Methods:
- A meta-analysis of 13 Chinese and 7 international studies.
- Inclusion of 51 effect sizes from selected literature.
- Utilized meta-analysis software for data analysis and heterogeneity testing.
Main Results:
- Metaphorical instructional interventions demonstrated significant effectiveness, yielding a large effect size (d = 0.888).
- Meta-regression analyses explored factors influencing intervention outcomes.
Conclusions:
- Instructional interventions combining prolonged metaphorical concept input and practice enhance second language learners' metaphorical competence.
- Findings offer valuable insights for educators on teaching metaphors effectively.
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