Metaphoric Modeling of Foreign Language Teaching and Learning, with Special Reference to Teaching Philosophy Statements

Autor/inn/en	Alghbban, Mohammed I.; Ben Salamh, Sami; Maalej, Zouheir
Titel	Metaphoric Modeling of Foreign Language Teaching and Learning, with Special Reference to Teaching Philosophy Statements
Quelle	In: Applied Linguistics, 38 (2017) 4, S.559-580 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amv053
Schlagwörter	Foreign Countries; Second Language Instruction; Figurative Language; Mixed Methods Research; Linguistic Theory; Educational Philosophy; Teacher Characteristics; Self Concept; Student Educational Objectives; Cost Effectiveness; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Fremdsprachenunterricht; Linguistische Theorie; Bildungsphilosophie; Erziehungsphilosophie; Selbstkonzept; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Saudi-Arabien
Abstract	The current article investigates teachers' metaphoric modeling of foreign language teaching and learning at the College of Languages and Translation, King Saud University. It makes use of teaching philosophy statements as a corpus. Our objective is to analyze the underlying conceptualizations of teaching/learning, the teachers' perception of the students, and the teachers' self-perception. To do so, we have adopted a mixture of qualitative and quantitative methods. The framework adopted is Lakoff and Johnson's cognitive theory of metaphor, in particular the primacy of the conceptual over the linguistic, the power of metaphor to highlight and hide experience, and metaphor's inferential system of entailments. The conceptualizations of the domain of foreign language teaching and learning are then measured against concepts in the philosophy of education such as teacher centeredness, student centeredness, and learning centeredness, using cost-benefit analyses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01