Teaching figurative language in EFL: traditional and modern approaches

master's thesis

• Author: Tomislav Uršić
• Mentor: Jelena Parizoska (mentor)
• Committee member: Kristina Cergol (predsjednik povjerenstva)
• Committee member: Marija Andraka (član povjerenstva)
• Committee member: Jelena Parizoska (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2021-09-15, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Didactics
• Scientific / art field, discipline and subdiscipline: HUMANISTIC SCIENCES; Interdisciplinary Humanistic Studies; Teaching Methods in the Humanistic Sciences

Abstract

This thesis deals with the traditional and modern approaches to teaching figurative language in EFL. The aim is to determine how figurative language is presented in EFL textbooks for primary schools and to show how English idioms can be taught to EFL learners using the cognitive linguistic approach. 21 textbooks used in Croatia were analysed. The analysis shows that figurative language is underrepresented and, if present, it is not dealt with in ways that best showcase it and help students learn and understand figurative expressions. As cognitive linguistic studies have shown, EFL learners are able to comprehend figurative language at a young age if provided with a themed structural approach. The emphasis is on the teacher to choose figurative expressions that are conceptually linked and to create activities which help learners understand them. Another factor that needs to be adjusted to the needs and capabilities of young learners are textbooks that are provided to them, as they rarely include figurative expressions or, if they do, representation lacks structure. The vocabulary tasks included in this paper involve English idioms referring to happiness. To teach idioms in the EFL classroom successfully, the teacher needs to teach idioms which have similar meanings and/or conceptual motivation. The teaching activities proposed in this paper show how that can be done and incorporated in the EFL classroom.

Abstract (croatian)

Ovaj diplomski bavi se tradicionalnim i modernim pristupom poučavanja figurativnog jezika u nastavi engleskog kao stranog jezika. Cilj je utvrditi kako se figurativni jezik predstavlja u udžbenicima koji su namijenjeni učenicima osnovnih škola te pokazati kako se figurativni jezik može poučavati primjenom kognitivnolingvističkog pristupa. Analiziran je 21 udžbenik koji se koristi u Hrvatskoj. Analiza je pokazala da figurativni jezik u većini slučajeva nije uključen, a ako i jest, onda nije predstavljen na odgovarajući način koji pomaže učenicima razumjeti i naučiti figurativni jezik. Kognitivnolingvstička istraživanja su pokazala da učenici engleskog kao stranog jezika mogu razumjeti figurativni jezik u mlađoj dobi ukoliko im se on predstavi tematski i strukturirano. Naglasak je na učitelju koji treba izabrati figurativne izraze koji su konceptualno povezani i osmisliti aktivnosti koje će pomoći učenicima razumjeti ih. Da bi se učitelj bolje i lakše pripremio, potreban mu je nastavni materijal koji je također prilagođen potrebama i sposobnostima učenika s obzirom na to da udžbenici koji se sada koriste rijetko obrađuju figurativni jezik, a ako je on i prisutan, onda je to bez strukture, što dodatno otežava učenje. Zadatci koje sam pripremio u ovome radu uključuju frazeme koji se odnose na sreću i prikazuju kako se figurativni jezik može poučavati koristeći se spoznajama kognitivne lingvistike te na koji način se ti zadatci mogu primijeniti na nastavi.

• Keywords: figurative language; EFL; idioms; textbooks; cognitive linguistics
• Keywords (croatian): figurativni jezik; engleski kao strani jezik; frazemi; udžbenici; kognitivna lingvistika
• Language: english
• URN:NBN: urn:nbn:hr:147:292286
• Study programme: Title: Integrated undergraduated university study with english language and german language; specializations in: English language, Deutsche sprache; Course: English language; Study programme type: university; Study level: integrated undergraduate and graduate; Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2022-07-08 09:25:28