Comparing the Metaphorical Orientations of Iranian Male and Female English Learners مقالة

Applied Linguistics and Applied Literature Summer & Autumn 2018, Volume 6- Number 2 (‎17 صفحة - من 99 إلی 115 )

الکلمات المفتاحية: metaphor conceptual models English learning mental images males’ images females’ images

خلاصة:

The purpose of this study was to elicit lived images about English learning from male and female Iranian English language learners. Ninety male and 210 female language learners from Iranian universities and language institutes chose from an inventory of images and provided own images. The 781 valid responses by males and 1903 valid responses by females were listed as images. The researcher examined the images and slightly summarized them under more generic labels. The number and percentages of males and females who offered each image were tabulated. The images by each gender were also arranged in descending order and their rank differences were calculated. The examination of the types of images and the frequencies of participants who chose or provided them offer patterns which reveal their conceptual models and lessons which can be of value to language teaching practitioners. Some of these patterns and insights are briefly discussed but many are left to the judgment, deliberation, and reflection and practical wisdom of the readers.

ملخص الجهاز:

Comparing the Metaphorical Orientations of Iranian Male and Female English Learners Hadi Farjami, Associate Professor of EFL, Department of English Language and Literature, Faculty of humanities, Semnan University, Semnan, Iran Email hfarjami@semnan. g. , Gerngross, Puchta, & Thornberry, 2006), and of the mediation of these mental capacities or habits in the deployment of strategies for learning or performing in listening (Center, Freeman, Robertson, & Outherd, 1999), reading (Green & Donahue, 2009; Janfeshan & Pourarian, 2017), and writing (Write & Hill, 2008). And it is also quite justified to incorporate picture, metaphor, and vision in this LQYHVWLJDWLRQ DV ³WKLV QHZ JHQHUDWLRQ RI VWXGHQWV WKLQNV LQ SLctures and FRPPXQLFDWHV WKURXJKSLFWXUHV´WasilewskaS³7RGD\¶VVWXGHQWVOLYH in a visually rich world where they permanently encounter and create meaning and NQRZOHGJHWKURXJKLPDJHV´5RPHUR%RENLQDS8QGHUVWDQGLQJWKH preferences, social interaction patterns, various study strategies, learning styles, cross-gender personality variations, cognitive and metacognitive orientations and attitudinal and motivational levels of boys and girls give teachers a better vantage point in designing and providing language learning solutions and intervention which ZLOOEHEHWWHUDWWXQHGWRWKHOHDUQHUV¶QHHGVDQGSRWHQWLDOIRUSHUIRUPDQFH The goal of the study Examining many reports on the metaphorization of different aspects of the learning and teaching processes by teachers and learners, the researcher detected a gap which was worth exploration: Are men and women considerably different in the types of images they hold for foreign language learning? Although this research was particularly interested in the general pictures men and women held for the language learning process, a detailed itemization was thought to be more 103 The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, Volume 6, Issue 2, Summer and Autumn, 2018, pp.

استلام ملف الإرجاع :
(پژوهیار, , , )

تحميل
تحميل HTML

رابط قصير:

صفحة:

دخول / الاشتراک

تحتاج الدخول لعرض محتوى المقالة. إذا لم تكن عضوًا ، فتابع من الجزء الاشتراک.

دخول