Abstract:
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.
Machine summary:
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.