The paper reports on a study that puts a frame-inspired task-based approach to metaphor teaching into practice and investigates how lexicographic resources like FrameNet and MetaNet, which go beyond the scope of conventional dictionaries, can be integrated into EFL teaching and be of practical use to EFL learners. Frame Semantics, a cognitive linguistic theory that takes a usage-based view of meaning, ties in with Task-Based Language Teaching, which emphasizes second/foreign language learning through interactionally authentic language use. Based on the observation that the two frameworks are compatible with each other, the process of developing frame-inspired task-based lesson plans for teaching metaphor has been outlined in Dalpanagioti (2021). The aim of designing teaching materials along these lines is to help EFL learners capture the conceptual, phraseological and functional aspects of figurative language, thus developing their metaphoric competence in L2.
To explore the effectiveness of the frame-inspired task-based approach to metaphor teaching, which is highly dependent on FrameNet and MetaNet, we have designed a pilot study in the context of an EFL course for first year students (of B2+/C1 CEFR level) at the School of English Language and Literature, Aristotle University of Thessaloniki, Greece. Previous teaching experience in this course, which focuses on the descriptive/ narrative genre, has shown that, although metaphors run through the reading materials used in the course, students' use of metaphors in their own productions is limited. After exposing a group of students (about 20) to the frame-inspired task-based approach to metaphor teaching and training them in using frame semantic lexicographic resources, we will analyse students' essays (about 40) in terms of linguistic metaphors by applying MIPVU (Steen et al., 2010). Findings regarding the extent and function of metaphor use will be compared with students' essays collected within the same course setting in previous academic years, during which the same topics were introduced by the same instructor but not through the proposed approach and resources. Students' perceptions and attitudes towards the use of lexicographic resources will also be reported.
This research is conducted under the ASHDRA award scheme (A.S. Hornby Dictionary Research Awards 2022).
References
Dalpanagioti, Th. (2021). A frame-inspired task-based approach to metaphor teaching. Lexis [Online] 18. Special Issue: Lexical Learning and Teaching. DOI: https://doi.org/10.4000/lexis.5839
FrameNet. https://framenet.icsi.berkeley.edu/fndrupal. Accessed 29 October 2022.
MetaNet. https://metanet.icsi.berkeley.edu/metanet. Accessed 29 October 2022.
Steen, G. J., Dorst, A. G., Herrmann, J. B., Kaal, A. A., Krennmayr, T., & Pasma, T. (2010). A method for linguistic metaphor identification: From MIP to MIPVU. Amsterdam: John Benjamins.
