Figurative Thinking in CLL (Communicative Language Learning)
Multi-Lingual Studies for International Baccalaureate
Publication date: 01/06/2019
The Benefit of Figurative Thinking and Multi-Dynamic Approach for ESL Learners!!
In recent years there has been a growing interest in the problems that figurative language poses for foreign language learners, how learners cope with figurative language, how they learn it, and what sort of instruction facilitates the ability to communicate in the short term, and learn in the long term. In order to address some of these issues, applied linguistic researchers have begun to explore some of the linguistic aspects of figurative language. They have developed reliable research methods that make use of naturalistic settings and data, including the use of corpora and authentic texts. Other researchers have taken a more cognitive approach, resulting in a number of new theories, many of which follow on from Lakoff and colleagues’ work in the 1980s on conceptual metaphor and metonymy. These two areas of interest are not necessarily mutually supportive, as much of the theorising at a concep- tual level does not rely on naturally occurring data, whereas much of the linguistic work has focused on non-conceptual aspects of figurative language. It is therefore a good time to put together the findings from both areas of interest, review the resulting applied research base, and argue for an approach to teaching that is consistent with it.
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