A Study Of Chinese EFL Learners' Metaphoric Competence Changes In A Comprehensive English Course

Metaphoric competence has become indispensable for language learners besides linguistic competence and communicative competence.Metaphors reflect how people conceive the world and they exist everywhere in daily life.Many studies have been conducted on the relationship between learners' metaphoric competence and language proficiency.However,little has been done on learners' metaphoric competence changes from a holistic point of view and possible factors that influence these changes.The present research,employing quantitative and qualitative research methodologies,intends to report on a group of Chinese EFL learners' metaphoric competence changes in a Comprehensive English course and probe into the possible factors that influence the changes.The main data in this study are derived from pre-and post-tests,learner products,classroom observation and face-to-face interviews.The three major findings of the study are summarized as follows:First of all,the pre-test revealed an overall low level of learners' metaphoric competence.They had much difficulty in finding,understanding,interpreting and creating metaphors at first.Based on the comparison of the pre-and post-test results and that of the learners' products and classroom observation,it is found that although the learners achieved a quick development of their metaphoric competence as a whole but variations existed regarding the four aspects.To be specific,their speed in finding metaphors increased greatly and they had better understandings and more accurate interpretation of metaphors than before.Some improvements have been achieved in the production and creation of metaphors,but most learners still lacked various and appropriate application of metaphors in free oral talk and written work.Very little progress was found in the creation of novel metaphors.Secondly,face-to-face interviews and classroom observation demonstrated internal and external factors that influenced learners' metaphoric competence changes.Internal factors included learners' strong interest and desire for progress in metaphor learning.Anxiety surprisingly played a positive role for fierce competition evoked among these learners.As to external factors,intimate relationship with the teacher laid a foundation for a trustful and harmonious learning environment.Elaborate explanations and corrective feedback from the teacher helped learners actively consolidate and reflect on what they have learned.Moreover,close cooperation with peers enhanced the learners' motivation in metaphor learning.Based on above findings,some pedagogical implications are drawn for metaphor learning and teaching.Metaphor teaching should be highlighted in language class.Teachers need to intentionally nurture learners' metaphoric competence and raise their awareness of adopting metaphors in communication.In addition,language learning ought to be combined with culture in a holistic way.