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  3. Crossroads. A Journal of English Studies
  4. Crossroads. A Journal of English Studies, 2023, Issue 43

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    • Proszę używać tego identyfikatora do cytowań lub wstaw link do tej pozycji: http://hdl.handle.net/11320/16245
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    dc.contributor.authorDalpanagioti, Thomai-
    dc.date.accessioned2024-03-28T07:48:08Z-
    dc.date.available2024-03-28T07:48:08Z-
    dc.date.issued2023-
    dc.identifier.citationCrossroads. A Journal of English Studies 43 (4/2023), pp. 33-56pl
    dc.identifier.urihttp://hdl.handle.net/11320/16245-
    dc.description.abstractThe paper reports preliminary findings from applying a frame-inspired task-based approach to metaphor teaching in an EFL classroom. The teaching model used combines Frame Semantics, a cognitive linguistic theory that takes a usage-based view of meaning, with Task-Based Language Teaching, which emphasizes second/foreign language learning through interactionally authentic language use. In this paper we examine students’ productions in terms of the amount, type and function of metaphor use with a view to identifying the stages the students went through in developing their metaphoric competence in L2 writing. We illustrate how their metaphor awareness skills seem to develop along a continuum from non-deliberate isolated figurative instances to deliberate extended metaphor used as a conceptual and discursive framework for their writing. We thus provide preliminary evidence for the effectiveness of the proposed frame-inspired task-based approach to metaphor teaching.pl
    dc.description.sponsorshipThis work is supported by the A. S. Hornby Educational Trust (A. S. Hornby Dictionary Research Awards 2022).pl
    dc.language.isoenpl
    dc.publisherThe University of Białystokpl
    dc.rightsCreative Commons Attribution NonCommercial ShareAlike 4.0 International Licensepl
    dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/-
    dc.subjectmetaphor productionpl
    dc.subjectlearner discoursepl
    dc.subjectMIPVUpl
    dc.subjectdeliberate metaphorpl
    dc.subjectFrame Semanticspl
    dc.subjectTask-Based Language Teachingpl
    dc.titleDeveloping productive metaphoric competence through a frame-inspired task-based teaching modelpl
    dc.typeArticlepl
    dc.rights.holderCreative Commons Attribution NonCommercial ShareAlike 4.0 International License (CC BY-NC-SA 4.0)pl
    dc.identifier.doi10.15290/CR.2023.43.4.03-
    dc.description.Emailthomdalp@enl.auth.grpl
    dc.description.BiographicalnoteThomai Dalpanagioti holds an MA and a PhD in Linguistics-Lexicography from the National and Kapodistrian University of Athens. She is currently affiliated with Aristotle University of Thessaloniki (as a full-time faculty member), Hellenic Open University and the University of Nicosia, where she teaches linguistics and research methodology courses to undergraduate and postgraduate students. Her research interests are in the areas of cognitive linguistics, corpus linguistics, lexicography, and vocabulary acquisition.pl
    dc.description.AffiliationAristotle University of Thessaloniki, Greecepl
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    dc.identifier.eissn2300-6250-
    dc.description.issue43 (4/2023)pl
    dc.identifier.citation2Crossroads. A Journal of English Studiespl
    dc.identifier.orcid0000-0001-5493-3496-
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