The Impact of Using Figurative Speech (Metaphor & Metonymy) through Dialogic Interaction on EFL Learners’ Writing Performance
محورهای موضوعی : نشریه زبان و ترجمهNasrin Jenabagha 1 , Ali Najafi 2 , امیر مرزبان 3
1 - PhD student, English language teaching department, Islamic Azad University, Qaemshahr branch
2 - Assistant Professor, English language teaching department, Islamic Azad University, Qaemshahr branch
3 - گروه زبان انگلیسی، دانشکدۀ علوم انسانی، دانشگاه آزاد اسلامی، واحد قائم شهر
کلید واژه: Writing, metaphor, figurative language, metonymy, Dialogic interaction,
چکیده مقاله :
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.
این مقاله با توجه به اهمیت نوشتن در یادگیری انگلیسی و زبان مجازی امروز ، به دنبال این است که آیا استفاده از زبان استعاره می تواند از طریق تعاملات گفتاری تأثیرات مثبتی در بهبود نوشتن داشته باشد. در کل 60 دانشجوی دختر در سطح مهارت متوسط از دانشگاهی در گرگان ، ایران ، از طریق نمونه گیری آسان انتخاب شدند. شرکت کنندگان به سه گروه تقسیم شدند که هر گروه شامل 20 زبان آموز بود. برای جمع آوری داده هااز آزمون جمع آوری سریع آکسفورد و آزمون نوشتن که توسط نویسندگان مقاله حاضر تهیه شد، استفاده شد. ابتدا نرمال بودن داده های آزمون K-S اجرا شد. دوم ، ANOVA اجرا شد تا مشخص شود آیا از نظر بهبود نوشتاری در پیش آزمون تفاوتی بین سه گروه وجود دارد. سپس همان ANOVA برای پس آزمونهای این سه گروه اجرا شد. این مطالعه نشان داد که استعاره و مترادف از طریق تعاملات گفتاری تأثیر قابل توجهی درمهارت نوشتن شرکت کننده ها دارد. در مجموع ، به عنوان مفاهیم آموزشی ، این مقاله معلمان EFL را برای تمرین تعاملات گفتاری بیشتر و نیاز به استفاده از کار گروهی و زبان مجازی در نوشتن برنامه های آموزشی که در دوره های زبان خارجی استفاده نشده است ، تشویق می کند.
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