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- W2469717526 abstract "The present study examines the effects of cognitive-based metaphoric mapping instruction (MMI) on English as Foreign Language (EFL) learners’ retention and awareness of figurative language at different levels of English proficiency. Ninety-one Taiwanese EFL learners participated in the study, and were separated into a control group that received no instruction in MMI and two experimental groups consisting of high-intermediate and low-intermediate learners, respectively, who did receive instruction in MMI. The results of the pretests and posttests show that MMI significantly increased EFL learners’ retention and awareness of figurative language; moreover, high-intermediate learners made greater progress in noticing expressions with more abstract mapping relations. Additionally, MMI assisted learners at a lower proficiency level to acquire more advanced language ability, beyond their current level. These findings support positive claims for a cognitive perspective on second language acquisition as well as the benefits of explicit instruction in the EFL classroom." @default.
- W2469717526 created "2016-07-22" @default.
- W2469717526 creator A5083376438 @default.
- W2469717526 date "2016-06-23" @default.
- W2469717526 modified "2023-10-14" @default.
- W2469717526 title "Teaching figurative language to EFL learners: an evaluation of metaphoric mapping instruction" @default.
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- W2469717526 doi "https://doi.org/10.1080/09571736.2016.1185798" @default.
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