|Title:||Using Multimodal Extended Metaphor Prompts to Induce the Production of Figurative Language in Low-Intermediate Japanese Learners of English||Add Dissertation|
|Author:||Joseph Tomei||Update Dissertation|
|Email:||click here to access email|
|Institution:||University of Birmingham, Applied Linguistics|
|Linguistic Subfield(s):||Applied Linguistics;|
|Abstract:||It has been over 35 years since the publication of Reddy's 1979 study of the metaphors for communication, an article that could be said to mark the starting point of Conceptual Metaphor Theory. However, despite the understanding that metaphor and figurative language are fundamental to language, in that time there has been little progress in introducing metaphor into the L2 classroom, especially at lower levels.
This thesis argues that learners at this level have figurative resources that have not yet been acknowledged, but could be key elements in developing an L2 metaphor pedagogy. To explore this possibility, a mixed methods investigation of the effect of multimodal writing prompts based on extended metaphors was conducted with two cohorts of low-intermediate Japanese university students. The mixed methods data analysis revealed not only that the presentation of one extended metaphor could 'activate' metaphorical knowledge of other extended metaphors and induce the production of metaphoric language, but that multimodal material provides an as yet unexploited resource for an L2 metaphor pedagogy.