An Investigation of Metaphoric Cognition of First-Year College Students at Xinxiang Medical University, China

Autor/inn/en	Ran, Zhang; Dhamotharan, Mogana
Titel	An Investigation of Metaphoric Cognition of First-Year College Students at Xinxiang Medical University, China
Quelle	In: English Language Teaching, 13 (2020) 7, S.111-117 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Medical Education; Chinese; Native Language; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Figurative Language; Schemata (Cognition); Educational Change; Program Descriptions; Language Proficiency; English for Academic Purposes; Student Attitudes; Context Effect; Visual Aids; Undergraduate Students + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Cognition; Schema; Kognition; Bildungsreform; Language skill; Language skills; Sprachkompetenz; Schülerverhalten; Anschauungsmaterial
Abstract	The "College English Teaching Reform Project", issued by the Chinese Ministry of Education aims to strengthen the practical English instruction and improve the English language proficiency of the college students (Ministry of Education, 2007). However, the problem of "naturalness" in handling English by the college students still exists due to imbalanced language forms and concepts between their native language (Chinese) and target language (English). Since metaphor was referred to as only a figure of speech and often compared with simile in high schools, many students do not realize that it also can be a powerful cognitive tool. In order to ascertain the students' metaphor cognition competence in General English and Medical English, a metaphor cognition questionnaire was distributed in a class and the results obtained show that the respondents can readily recognize the existence of metaphors in General English and the teachers' instruction, and they know the essential function of metaphors. The results further show that many respondents understand metaphors in terms of the context rather than the images. However, only about half of them can effectively use metaphors in their writing and speaking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01