The Impact of Using Figurative Speech (Metaphor & Metonymy) through Dialogic Interaction on EFL Learners’ Writing Performance

Subject Areas : All areas of language and translation

Nasrin Jenabagha ¹ (PhD student, English language teaching department, Islamic Azad University, Qaemshahr branch)
Ali Najafi ² (Assistant Professor, English language teaching department, Islamic Azad University, Qaemshahr branch)
امیر مرزبان ³ (گروه زبان انگلیسی، دانشکدۀ علوم انسانی، دانشگاه آزاد اسلامی، واحد قائم شهر)

Received: 2021-09-02 Accepted : 2021-09-02 Published : 2021-09-01

Keywords: Writing, metaphor, figurative language, metonymy, Dialogic interaction,

Abstract :

Regarding the significance of writing in today’s English learning and figurative language, the present paper seeks to determine whether using metaphoric language can have any positive effects on writing improvement through dialogic interactions. A total of 60 female students at intermediate proficiency level from a university in Gorgan, Iran, were selected through convenience sampling. The participants were divided into three groups each one consisting of 20 learners. Quick Oxford Placement Test and Writing Test developed by the current study authors were used to collect data. First, the data normality of K-S test was run. Second, an ANOVA was run to see whether there would be any difference between the three groups in terms of their writing improvement in the pre-test. Then the same ANOVA was run between the post-tests of these three groups. This study showed that metaphor and metonymy through dialogic interactions had significant effects on the participations’ writing. All in all, as pedagogical implications, the present research addresses EFL teachers to practice more dialogical interactions and calls for using group work and figurative language in writing training programs which have not been employed in foreign language courses.

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