Metaphorical Competence in ESL Student Writing

Autor/inn/en	Kathpalia, Sujata S.; Carmel, Heah Lee Hah
Titel	Metaphorical Competence in ESL Student Writing
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 42 (2011) 3, S.273-290 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688211419379
Schlagwörter	Grammar; Second Language Learning; English (Second Language); Writing (Composition); Figurative Language; Second Language Instruction; Language Proficiency; Language Usage; Sociolinguistics; Language Fluency; Writing Instruction; Phrase Structure; Communicative Competence (Languages); Native Language; Transfer of Training; Foreign Countries; Singapore + Suchen Sie Ihr Suchwort? Grammatik; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibübung; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Sprachgebrauch; Soziolinguistik; Schreibunterricht; Phrasenstruktur; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Training; Transfer; Ausbildung; Ausland; Singapur
Abstract	In language teaching, emphasis is usually placed on grammatical competence rather than metaphorical competence to improve a learner's proficiency in the target language. Research has shown that figurative language poses a problem for second language learners whether it is in their ability to interpret, process, or produce metaphors. This affects communication as metaphors are not only restricted to formal texts but are a common feature of everyday language through which individual's conceptualize and describe the world. To gauge students' metaphorical competence, this paper aims to analyze student writing to identify the type of problems second language writers have with collocations and to convince teachers of the importance of promoting the development of metaphoric language among language learners. The findings revealed that although students attempt to use a range of metaphors such as grammatical, textual, illocutionary, and sociolinguistic in their writing, these tend to be unidiomatic and need to be developed further for fluency in the target language. (Contains 12 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10