Expanding Vocabulary Comprehension and Production Through Metaphor Awareness: A Case of Iranian EFL Learners

The seemingly arbitrary nature of word meanings has long hindered the development of effective channels for vocabulary learning in a non-native language. This study compares enactment-based and explanation-based instructional methods in raising learners’ awareness of metaphorical motivation behind a set of word meanings, and their subsequent effect on medium-term retention and long-term reproduction of figurative senses. A convenience sample of ۶۰ EFL students were divided into two groups. Subsequently, they underwent metaphor awareness training in which the researcher provided either physical enactments or verbal explanations. In addition to administering pretests, two delayed posttests were conducted to assess the comprehension and production of the target words at one-week and one-month intervals, respectively. Overall, the instruction based on teacher-centered verbal explanations showed significant improvements in participants’ receptive and productive knowledge of the words in their metaphorical senses. Likewise, the implementation of enactment-based activities yielded significant improvements in their comprehension and production of the metaphorical uses of the words. Further analysis indicated that whereas physically enacting the literal senses of the words was more effective for their metaphorical comprehension, the intervention based on verbal explanations had a significantly stronger effect on their reproduction.The seemingly arbitrary nature of word meanings has long hindered the development of effective channels for vocabulary learning in a non-native language. This study compares enactment-based and explanation-based instructional methods in raising learners’ awareness of metaphorical motivation behind a set of word meanings, and their subsequent effect on medium-term retention and long-term reproduction of figurative senses. A convenience sample of ۶۰ EFL students were divided into two groups. Subsequently, they underwent metaphor awareness training in which the researcher provided either physical enactments or verbal explanations. In addition to administering pretests, two delayed posttests were conducted to assess the comprehension and production of the target words at one-week and one-month intervals, respectively. Overall, the instruction based on teacher-centered verbal explanations showed significant improvements in participants’ receptive and productive knowledge of the words in their metaphorical senses. Likewise, the implementation of enactment-based activities yielded significant improvements in their comprehension and production of the metaphorical uses of the words. Further analysis indicated that whereas physically enacting the literal senses of the words was more effective for their metaphorical comprehension, the intervention based on verbal explanations had a significantly stronger effect on their reproduction.The seemingly arbitrary nature of word meanings has long hindered the development of effective channels for vocabulary learning in a non-native language. This study compares enactment-based and explanation-based instructional methods in raising learners’ awareness of metaphorical motivation behind a set of word meanings, and their subsequent effect on medium-term retention and long-term reproduction of figurative senses. A convenience sample of ۶۰ EFL students were divided into two groups. Subsequently, they underwent metaphor awareness training in which the researcher provided either physical enactments or verbal explanations. In addition to administering pretests, two delayed posttests were conducted to assess the comprehension and production of the target words at one-week and one-month intervals, respectively. Overall, the instruction based on teacher-centered verbal explanations showed significant improvements in participants’ receptive and productive knowledge of the words in their metaphorical senses. Likewise, the implementation of enactment-based activities yielded significant improvements in their comprehension and production of the metaphorical uses of the words. Further analysis indicated that whereas physically enacting the literal senses of the words was more effective for their metaphorical comprehension, the intervention based on verbal explanations had a significantly stronger effect on their reproduction.The seemingly arbitrary nature of word meanings has long hindered the development of effective channels for vocabulary learning in a non-native language. This study compares enactment-based and explanation-based instructional methods in raising learners’ awareness of metaphorical motivation behind a set of word meanings, and their subsequent effect on medium-term retention and long-term reproduction of figurative senses. A convenience sample of ۶۰ EFL students were divided into two groups. Subsequently, they underwent metaphor awareness training in which the researcher provided either physical enactments or verbal explanations. In addition to administering pretests, two delayed posttests were conducted to assess the comprehension and production of the target words at one-week and one-month intervals, respectively. Overall, the instruction based on teacher-centered verbal explanations showed significant improvements in participants’ receptive and productive knowledge of the words in their metaphorical senses. Likewise, the implementation of enactment-based activities yielded significant improvements in their comprehension and production of the metaphorical uses of the words. Further analysis indicated that whereas physically enacting the literal senses of the words was more effective for their metaphorical comprehension, the intervention based on verbal explanations had a significantly stronger effect on their reproduction.The seemingly arbitrary nature of word meanings has long hindered the development of effective channels for vocabulary learning in a non-native language. This study compares enactment-based and explanation-based instructional methods in raising learners’ awareness of metaphorical motivation behind a set of word meanings, and their subsequent effect on medium-term retention and long-term reproduction of figurative senses. A convenience sample of ۶۰ EFL students were divided into two groups. Subsequently, they underwent metaphor awareness training in which the researcher provided either physical enactments or verbal explanations. In addition to administering pretests, two delayed posttests were conducted to assess the comprehension and production of the target words at one-week and one-month intervals, respectively. Overall, the instruction based on teacher-centered verbal explanations showed significant improvements in participants’ receptive and productive knowledge of the words in their metaphorical senses. Likewise, the implementation of enactment-based activities yielded significant improvements in their comprehension and production of the metaphorical uses of the words. Further analysis indicated that whereas physically enacting the literal senses of the words was more effective for their metaphorical comprehension, the intervention based on verbal explanations had a significantly stronger effect on their reproduction.The seemingly arbitrary nature of word meanings has long hindered the development of effective channels for vocabulary learning in a non-native language. This study compares enactment-based and explanation-based instructional methods in raising learners’ awareness of metaphorical motivation behind a set of word meanings, and their subsequent effect on medium-term retention and long-term reproduction of figurative senses. A convenience sample of ۶۰ EFL students were divided into two groups. Subsequently, they underwent metaphor awareness training in which the researcher provided either physical enactments or verbal explanations. In addition to administering pretests, two delayed posttests were conducted to assess the comprehension and production of the target words at one-week and one-month intervals, respectively. Overall, the instruction based on teacher-centered verbal explanations showed significant improvements in participants’ receptive and productive knowledge of the words in their metaphorical senses. Likewise, the implementation of enactment-based activities yielded significant improvements in their comprehension and production of the metaphorical uses of the words. Further analysis indicated that whereas physically enacting the literal senses of the words was more effective for their metaphorical comprehension, the intervention based on verbal explanations had a significantly stronger effect on their reproduction.The seemingly arbitrary nature of word meanings has long hindered the development of effective channels for vocabulary learning in a non-native language. This study compares enactment-based and explanation-based instructional methods in raising learners’ awareness of metaphorical motivation behind a set of word meanings, and their subsequent effect on medium-term retention and long-term reproduction of figurative senses. A convenience sample of ۶۰ EFL students were divided into two groups. Subsequently, they underwent metaphor awareness training in which the researcher provided either physical enactments or verbal explanations. In addition to administering pretests, two delayed posttests were conducted to assess the comprehension and production of the target words at one-week and one-month intervals, respectively. Overall, the instruction based on teacher-centered verbal explanations showed significant improvements in participants’ receptive and productive knowledge of the words in their metaphorical senses. Likewise, the implementation of enactment-based activities yielded significant improvements in their comprehension and production of the metaphorical uses of the words. Further analysis indicated that whereas physically enacting the literal senses of the words was more effective for their metaphorical comprehension, the intervention based on verbal explanations had a significantly stronger effect on their reproduction.

کلیدواژه ها:

metaphor awareness ، Vocabulary Learning ، foreign language ، production ، comprehension