Multimodal metaphor in ELT: combining theoretical knowledge and skills development
Martyna Awier
Uniwersytet w Białymstoku. Szkoła Doktorska Nauk Humanistycznych. Wydział FilologicznyAbstract
Multimodal metaphor combines elements of various modes (i.e. visual, written or auditory) and constitutes an attractive means of communication. The aim of the paper is to show that knowledge of metaphors should be taught in foreign language (FL) lessons along with the mother tongue. A pilot study on the effectiveness of the adoption of knowledge on metaphors in practical classes was conducted among students of English philology at the University of Bialystok. The issue was conducted by means of a specially designed Google survey and evaluation sheets. The paper presents some ways of introducing linguistic knowledge of metaphors to advanced FL learners. Furthermore, some practical class activities concerningmetaphor are proposed. Integratingmetaphor and practical exercises on metaphor in FL lessons broadens students’ linguistic knowledge. Developing metaphoric competence also enhances second language learners’ communicative ability, with a special emphasis on their metaphoric competence. Moreover, metaphor-based activities incite students’ analytical and critical thinking. Exercises on metaphors facilitate learners using the newly acquired knowledge in practice. Finally, adopting this approach contributes to promoting students’ autonomy and self-education.
Keywords:
multimodal metaphor, metaphoric competence, ELTReferences
Belkhir S., Does MIP promote EFL learners’ cognitive ability to identify metaphors in written discourse?, [in:] Cognition and Language Learning, S. Belkhir (ed.), Newcastle upon Tyne 2020, pp. 43–62.
Beréndi M., Csábi S., Kövecses Z., Using conceptual metaphors and metonymies in vocabulary teaching, [in:] Cognitive linguistic approaches to teaching vocabulary and phraseology, F. Boers, S. Lindstromberg (eds.), Berlin–New York 2008, pp. 65–100.
Bounegru L., Forceville C., Metaphors in editorial cartoons representing the global financial crisis, “Journal of Visual Communication” 2011, no. 10(2), pp. 209–229.
Cameron L., Low G.D., Figurative variation in episodes of educational talk and text, “European Journal of English” 2004, no. 8(3), pp. 355–373.
Cienki A., Image schemas and gesture, [in:] From Perception to Meaning: Image Schemas in Cognitive Linguistics, B. Hempe (ed.), Berlin 2005, pp. 421–442.
Corbett J., An intercultural approach to English language teaching, Clevedon 2003.
Forceville C., Multimodal metaphor in ten Dutch TV commercials, “Public Journal of Semiotics” 2007, no. 1, pp. 19–51.
Forceville C., Non-verbal and multimodal metaphor in a cognitivist framework: Agendas for research, [in:] Multimodal metaphor, C. Forceville, E. Urios-Aparisi (eds.), Berlin–New York 2009, pp. 19–42.
Forceville C., Visual and multimodal metaphor in film: charting the field, [in:] Embodied Metaphors in Film, Television, and Video Games: Cognitive Approaches, K. Fahlenbrach (ed.), London 2016, pp. 17–32.
Górska E. Dynamiczne podejście do metafor, “Prace Filologiczne” 2014, no. 64(2), pp. 109–122.
Johnson M., The Body in the Mind: The Bodily Basis of Meaning, Imagination and Reason, Chicago 1987.
Kress G.,Multimodality: Challenges to thinking about language, “TESOL Quarterly” 2000, no. 34, pp. 337–340.
Lakoff G., Johnson M., Metaphors We Live By, Chicago 1980.
Littlemore J., Metaphoric Competence, Second Language Learning, and Communicative Language Ability, “Applied Linguistics” 2006, no. 27(2), pp. 268–294.
Low G.D., On teaching metaphor, “Applied Linguistics” 1988, no. 9(2), pp. 125–147.
Mayer R.E., Learning and instruction, Upper Saddle River 2003.
Ostanina-Olszewska J., Modern technology in language learning and teaching. “Linguodidactica” 2018, vol. XXII, pp. 153–164.
Royce T., Multimodality in the TESOL classroom: Exploring visual-verbal synergy, “TESOL Quarterly” 2002, no. 36(2), pp. 191–205.
Siek-Piskozub T., The compatibility of positive psychology and the ludic strategy in foreign language education, “Glottodidactica” 2016, vol. 43, no. 1, pp. 97–106.
Szerszunowicz J., Lacunarity, lexicography and beyond: integration of the introduction of a linguo-cultural concept and development of L2 learners’ dictionary skills, “Lexicography” 2015, vol. 2, no. 1, pp. 101–118.
Szerszunowicz, J., On phraseological units performing a ludic function from a didactic perspective, [in:] Zbornik radova s Medunarodne znanstvene konferencije Slavofrazodržane od 19. do 21. Travnja 2018. Slavofraz 2018. Frazeologija, učenje i poučavanje, S. Jukić, M. Željka, K. Visinko, I. Vodopija-Krstanović, S. Zubčić (eds.), Rijeka 2019, pp. 305–319.
Weninger C., Kiss T., Culture in English as a foreign language (EFL) textbooks: A semiotic approach, “TESOL Quarterly” 2013, no. 47(4), pp. 694–716.
Newspaper headline, [online], http://edition.cnn.com/2019/11/30/perspectives/clima te-change-imf/index.html, [retrieved: 10.03.2020].
Australia’s deadly wildfires of 2020, [online], http://edition.cnn.com/2020/01/01/australia/australia-fires-explainer-intl-hnk-scli/index.html, [retrieved: 10.03.2020].
Climate change cartoon, [online], http://www.cartoonmovement.com/collection/16, [retrieved: 10.03.2020].
Podcast on Climate Change, [online], http://www.bbc.co.uk/programmes/p00546l7, [retrieved: 10.03.2020].
Short movie, Climate change: Earth’s giant game of Tetris-Joss Fong, [online], http://ed.ted.com/lessons/climate-change-earth-s-giant-game-of-tetris-joss-fong, [retrieved: 10.03.2020]
