Metaphor For Education Research Articles

Braiding the Ropes: Adding Second or Additional Language Acquisition to Reading and Writing Metaphors

Drawing on second language acquisition theories and existing visuals, this article proposes a new educational metaphor, Lane’s L2+ Acquisition Rope, to encompass the complexities of second or additional language learning. This metaphor integrates five major strands—external factors, social factors, affective factors, innate factors, and internal factors—to provide a comprehensive framework for understanding proficient second language acquisition. Implications of this visual highlight the importance of incorporating socio-cultural, neurological, and affective dimensions into educational metaphors to support diverse learners effectively. Lane’s L2+ Acquisition Rope offers a promising avenue for educators to enhance instructional practices and promote equitable learning outcomes for English Language Learners and other student subgroups.

은유와 21세기 영어교육에 있어서의 함의

This study explores conceptual metaphors of Have You Ever Seen a Flower? through the theories of cognitive linguistics such as categorization, image schemata, and prominence, attempting to apply cognitive linguistics to English education in this process. The conception that everyday language and poetic language are fundamentally different, and that literary language is a departure from everyday language use ultimately confine the metaphor within the self-sufficient and closed linguistic system or within the poet's imagination, away from our daily lives. For this reason, the metaphor has been regarded as secondary or non-essential in language learning. Yet from a cognitive linguistic point of view, the metaphor is in an inseparable relationship with thinking and cognition. The status of the metaphor in English education needs to be re-evaluated, and it should not be regarded as a secondary learning subject trapped in the stereotype of figurative expression.

Możliwości wykorzystania metafor konwencjonalnych w nauczaniu słownictwa i frazeologii języków obcych na przykładzie języka polskiego jako obcego

The article discusses the use of conventional metaphors, proposed by G. Lakoff and M. Johnson, as a tool for teaching vocabulary and phraseology at advanced levels of language proficiency in the context of learning Polish as a foreign language. As this methodology is insufficiently represented in teaching materials, the article highlights the advantages of a systematic and long-term approach to teaching metaphors. Such advantages include deepening knowledge of vocabulary by a consideration of metaphorical meanings, understanding the role of metaphors in mental processes; providing insights into Polish culture and mentality as well as into the students’ own cultures, as expressed through their native languages; and stimulating students’ mediation skills. The article also provides examples of exercises to aid the discovery of different types of conventional metaphors and establish an understanding of their function. It concludes by emphasizing the importance of developing collections of exercises and projects – in both printed and interactive forms — to support language learners. Overall, the article promotes the use of conventional metaphors as an effective method for improving linguistic and communicative competence in foreign language learning.

Research on Metaphors in College English Teaching

Metaphor has not received the necessary attention in language learning and teaching because it has always been narrowly understood as a rhetorical device. The author of this article will provide a broad interpretation of metaphor, emphasizing that it is not only a rhetorical device, but also a way of thinking and an effective way to grasp the true meaning of language. Only after realizing the important role of metaphor in English teaching can teachers improve students’ metaphorical cognition and critical thinking abilities in their teaching practice, and consciously explore the true meaning and cultural background behind language. Therefore, only by making good use of metaphors can teachers effectively promote English teaching.

The application of multimodal metaphors in senior high school English argumentative writing class

With the deepening of modern educational concepts and the promotion of China’s New Curriculum Reform, significant changes are imperative in high school English classrooms. Although some studies have discussed the application of multimodal metaphors in vocabulary and reading teaching in senior high school and writing teaching in college, their exploration into the writing class in senior high school remains unexplored. This study thereby aims to investigate the integration of multimodal metaphors in English argumentative essay teaching and writing in senior high school. It conducts in-depth analysis by collecting data on teaching and learning. The results reveal that the application of multimodal metaphors enriches teaching content, enhances student engagement and performance, and fosters critical and metaphorical thinking skills, while some improvements also need to be considered. By incorporating multimodal elements like texts, images, audio, and gestures, this study also seeks to inspire further educational reforms and innovations in English writing classrooms.

Teaching with Conceptual Metaphors: A Cognitive linguistic approach to Japanese Idioms Teaching

In recent studies, the importance of developing metaphorical competence for L2 learners has been highlighted by many cognition linguists. Applying metaphor instruction in language education is increasingly considered as an effective way of improving language teaching. This paper discusses the underlying metaphorical structures and semantic construction of Japanese idiomatic expressions centered on idioms of human body. Based on that, this paper attempts to explore some strategies for Japanese idioms teaching to Chinese JFL learners from the basic perspectives of conceptual metaphors.

Metaphor analysis on pre-service early childhood teachers’ conception of AI (Artificial Intelligence) education for young children

This study explored PEC teacher’ (pre-service early childhood teachers’) conception of AI (Artificial Intelligence) education for young children by using metaphor analysis. Through exploring the conceptual metaphors of AI education for young children with 137 undergraduate students majoring in ECE (early childhood education) at I University in the central part of the United States, this present study tried to figure out the educationally meaningful direction of AI education for young children. The surveys were composed with open questions to find out PEC teachers’ metaphor of AI education for young children and they were distributed to research subjects. Collected data were named, classified, categorised, and finally, 7 categories out of 137 metaphors were analysed through the step of confirming. PEC teachers in this study had positive metaphorical concepts such as ‘possibility of play and experience’', ‘future essentials’, ‘innovation and change’, ‘convenience’, ‘assistant teacher’, and negative metaphorical concepts such as ‘double-sided meaning’, ‘Complexity’ of AI education for young children. PEC teachers’ beliefs about teaching-and-learning theory and methods related to AI education in ECE settings can be an important indicator of what thoughts and attitudes teachers will have when they implement the AI-related curriculum. Therefore, since PEC teachers have direct responsibility of planning and implementing AI education at ECE institutions, their conception of AI education in ECE would provide an important insight for shaping AI education for young children in the future.

Climate change and education in shades of blue: between darkness and light with agential realism and object-oriented ontology

Climate change education is infused with images of light. Scholars in the field tend to emphasize hope, sustainability, and solution. They foreground knowledgeable humans who construct better worlds and thereby bind themselves to modern understandings of human being and becoming. I draw on agential realism and object-oriented ontology to contest the metaphor of light, the focus on hope, and the modern premises they rely on—particularly in the context of massive sustainability crises such as climate change. The ethical dimension of agential realism and object-oriented ontology—their call for care and solidarity—offers an alternative to hope, one that aligns well with Kropotkin’s concept of mutual aid. Instead of opening a pathway to sustainability, I understand education as a sphere of human being and becoming that should have its foundation on care and solidarity. As an alternative to the metaphor of light, I develop a metaphor for education in times of crisis: an education ‘in shades of blue.’ Blue is an existential color. It relates to dystopian and utopian images, to issues of power and force, and to solidarity and care.

Hot Wind, Cold Sun: Kuhn, Vygotsky, Halliday and Metaphors in Science and Science Education.

How and why do crises happen in the history of science? What can they tell us about how crises happen in child psychological development and child behavior? And-as a bonus question-can crises in child development tell us anything about crises in science history? We compare and contrast two superficially similar answers. Then we look at three models for the formation of general, abstract concepts in children developed in integrative psychological and behavioral science by the Soviet pioneer L.S. Vygotsky. Using later, but similarly integrative, linguistic work by M.A.K. Halliday on generality, abstraction and metaphor in child language, we consider a real test case. An outstanding anomaly in solar physics is that the solar wind is actually far hotter than the surface of the sun itself, and a recent paper argues that the energy comes from the damping of waves in the plasma. We analyze the language of a ten-year-old Chinese boy trying to make sense of this phenomenon, and we find that lexicogrammatical metaphors play a very important role in posing the problem to the child, but a process of limiting and deflating metaphors is key to his understanding. This process of limitation and deflation, which corresponds to a crisis, shows us that the analogy between concept development in children in science and the same process in children is no mere metaphor.

Examination of metaphorical attitudes towards physical education teacher and lesson

The attitudes of secondary school students towards physical education and sports lessons and their teachers were tried to be determined through metaphors in this study. In the study, in which the mixed research method was used, the convergent parallel design was adopted. In the research, “physical education teacher evaluation scale based on student opinions”, “physical education attitude scale for secondary education students” and the metaphor sentence created by the researchers were used as data collection tools. The study group consisted of 185 secondary school students. The obtained quantitative data were analyzed in the Jamovi 2.0.0 statistical software program. Independent sample t-test and Pearson correlation test were used in pairwise comparisons. When the data obtained were examined, significant differences were determined according to the physical education teacher (PEL) attitude, gender, sports background, PEL, and teacher love. In the mean scores of physical education teacher evaluation, there were differences according to gender, PEL, and teacher love. The findings of the qualitative data were analyzed with the content analysis method, and categories and themes were created. The metaphors for physical education and sports lessons were grouped under two categories, while the metaphors for the physical education and sports teacher were grouped under three categories.

Chinese EAP Teachers’ Identity Development: A Comparative Analysis of Teacher Metaphors From Students and Teachers

The study investigates the metaphorical images of English teachers formulated by English for Academic Purpose (EAP) teachers and postgraduate students in a Chinese Sci-tech University. Student Participants ( n = 171) and teacher participants ( n = 51) completed questionnaires including the metaphor-eliciting prompts to express their perceptions of English teachers. The results revealed a similar three-level categorization (information, disposition, and status) of teachers’ features from the two groups, as well as similarities and discrepancies in the perceptions of certain conceptual teacher metaphors. Based on the comparison, implications for EAP teaching and EAP teachers’ identity development in China are discussed.

Метафорическая картина мира студентов как средство концептуализации специфики образования в эпоху постмодерна (на материале ассоциативного эксперимента)

The aim of the research is to reconstruct fragments of the metaphorical worldview of a modern student by examining the features of metaphorisation of the UNIVERSITY, TEACHER and STUDENT concepts in students’ worldview. The scientific novelty of the paper lies in considering metaphor as a means of conceptualising the key features of the postmodern era, such as the uncertain future, the chaotic and unpredictable world, in the metaphorical worldview of a modern Russian student. As a result, the author identifies the universal educational metaphors that help to construct a cross-section of students’ metaphorical worldview, which include metaphors of travel, family, work, zoomorphic metaphors and some others. Based on the analysis of the metaphors, it has been found that the metaphorical worldviews of students in different years of study are not identical – they differ in peripheral features of the concepts under consideration, which makes it possible to distinguish “bright” (positive) images of modern education, characteristic of first-year students, and “gloomy” (negative) images, peculiar to advanced undergraduate students. The predominance of the latter suggests that the feelings of anxiety and uncertainty are the key features of the postmodern era personality.

EFL Teachers’ Perception about Metaphor-Based Teaching

Despite the myriad of research in the advantages of utilizing conceptual metaphor in teaching and learning languages, no research was conducted to survey the perception of teachers about metaphor-based teaching. This study attempts to fill this gap by examining how this innovative pedagogic application has been perceived and the extent to which it has been applied and received in the teachers’ community worldwide. A questionnaire was administered and collected date from 255 EFL teachers worldwide. The results show that conceptual fluency is perceived as the least important language aspect by teachers despite the very multitude of research that demonstrate its essentialness in attaining fluency. The correlation between the teachers’ years of experience and perception about teaching conceptual metaphor is statistically insignificant (r= 0.02, p= 0.72). The findings support the need to rethink teacher education, redirecting teachers’ further teaching efforts to integrating the overlooked role of metaphor-based teaching which is not wholly recognized in language classrooms.

PENGGUNAAN METAFORA GURU DALAM WACANA KELAS ONLINE PEMBELAJARAN BAHASA INDONESIA DI MEDIA SOSIAL YOUTUBE

The Use of Teacher Metaphors in Online Class Discourse on Indonesian Language Learning on Youtube and Social Media. This research uses a qualitative descriptive method and aims to examine the use of metaphorical types and functions in online class discourse on Indonesian language learning on YouTube and social media. The results of the study reveal that the types of teacher metaphors used in Indonesian language learning class discourse on YouTube and social media use anthropomorphic metaphors, animal metaphors, metaphors from concrete to abstract, and synesthetic metaphors. The functions of metaphors in learning Indonesian online on YouTube are information functions, expression functions, and directive functions. The most common type of metaphor found in this study is the synesthetic metaphor. The most common use of the metaphorical function found in this research is the information function.

Who Is a Mathematics Teacher and What Does a Mathematics Teacher Do?

Preservice middle school mathematics teachers’ (PMTs) beliefs about a mathematics teacher and mathematics teaching were investigated through the metaphors they generated. Third- and fourth-year PMTs (N = 249) at four universities in Türkiye participated in two anonymous metaphor tasks for a mathematics teacher and mathematics teaching. PMTs’ metaphors were first analysed by the framework developed for and used in previous studies exploring teachers’ metaphors (Löfström et al., 2011) with further elaborations. PMTs’ metaphors for a mathematics teacher and mathematics teaching were categorised and compared. Then, deeper analyses of hybrid, self-referential, and contextual metaphors were conducted. Findings revealed that PMTs mostly used didactical expert and self-referential metaphors for the mathematics teacher and hybrid and self-referential metaphors for mathematics teaching. PMTs’ beliefs about mathematics teaching seemed to be more multifaceted than their beliefs about a mathematics teacher. The deeper analyses showed that PMTs associated both the teacher and teaching with positive and/or negative connotations in their self-referential and contextual metaphors. Documenting these beliefs through metaphors allowed us to explore and understand the nature of PMTs’ beliefs and showed that metaphor tasks could be useful for detecting beliefs.

The So-called Sempiternalism of the Early Academy

Abstract It is a well-established opinion in the literature that the immediate circle of Plato’s disciples maintained that the generation of the cosmos described in the Timaeus was to be understood as an illustrative, or educational metaphor. On this account, Plato’s students were the first to hold an eternalist, metaphorical reading of the generation of the world, challenged by the Peripatos. When criticising their position in the De Caelo, however, Aristotle describes Early Academic philosophers as holding the more nuanced view that the world is ‘indestructible and yet generated’ (ἄφθαρτον μὲν […] γενόμενον δέ). Is it possible to make any sense of this formulation and restore a different position for Early Academic philosophers? In this paper, I claim that the standard reading can be challenged and that there is ground to believe that Speusippus and Xenocrates held that the world is generated but everlasting. What they denied having happened in time and said should be understood as an illustrative metaphor is the transition from the absence of an order to order or, in other words, the cosmogonic process itself.

Reasons for Chinese EFL Teacher’s Role Anxiety in Teacher Identity Formation: A Comparative Analysis of Teacher Metaphors

Along with the development of information technology and its increasing application in foreign language teaching, English as a foreign language (EFL) teachers encounter new challenges from students and society. In the dynamic process of teacher identity formation, EFL teachers are likely to experience anxiety in role shifts. This article studies the interactions between the internal and external perceptions of Chinese English as a foreign language (EFL) teachers’ role through a comparative analysis of teacher metaphors. Metaphors written by EFL teachers represent pro-internal perceptions, and those extracted from research articles stand for pro-external perceptions. Within China’s socio-cultural context, the study aims to demonstrate the consistency and discrepancy between the internal and external perceptions of the EFL teacher’s role. Two groups of metaphors were first compared based on the conceptual themes and then categorized into four types: Learner-oriented, Social Order, Social Reform, and Cultural Transmission according to the metaphor-categorization framework. The consistency and discrepancy in teacher perception revealed by comparing two groups of teacher metaphors shed light on the possible reasons for Chinese EFL teachers’ role anxiety in identity formation.

Pipeline, Pathway, Burrow

Pipeline, Pathway, Burrow

SINIF ÖĞRETMENLERİNİN BEDEN EĞİTİMİ DERSİ VE OYUN KAVRAMI İLE İLGİLİ ALGILAMALARININ İNCELENMESİ

Classroom teachers are the most important people who lay the foundation for education and prepare students for life during their school years. The curriculum requires that class teachers provide 1 (one) hour of physical activity every weekday as part of physical education and games classes. Our study was conducted with the aim of investigating classroom teachers’ perceptions of physical education and play lessons and the concept of play. The qualitative research method was used for the study. The study group was formed by teachers teaching in Bandırma district in Balikesir province in the school year 2021-2022. In the study, classroom teachers said, “Teaching sports and games... It is like...” and “The game is like... because...” collected through the metaphor form asking them to complete their expressions. The data were analyzed using the content analysis method. As a result of the analysis, 53 metaphors for physical education and play and 41 metaphors for the concept of play were produced. In the study of metaphors used by classroom teachers for the perception of physical education and play, the factors of “expectation and desire”, “rule”, “health, entertainment and comfort”, “physical agility”, “freedom” and “basic life” were categorized into themes. When metaphors for play perceptions were examined, they were categorized into themes such as “recreation factor,” “education factor,” “life/basic life factor,” “freedom factor,” “comfort factor,” and “health factor.” The study found that positive metaphors emerged when examining physical education and play metaphors and teachers’ concept of play.

From small acorns: Using a creative metaphor in postgraduate course design

The acceleration of online education especially during the COVID-19 pandemic has been well documented, and many educational institutions prepared online materials for their learners with great success. Existing fully online programmes, however, continued to operate and be developed as a matter of course. To expand the online Master’s portfolio at the University of York, a new Master of Business Administration (MBA) programme was proposed. The use of a visual metaphor in teaching is not uncommon; however, the metaphor of a tree allows a path to be traced from the roots/key themes to the fruit/key skills. The metaphor works as a template or map showing how programme learning outcomes are linked to module learning outcomes. The tree metaphor also has transferable applications such as embedding employability or decolonising the curriculum. Using the tree as a template enables future-proofing of the course’s integrity, because revisions can be embedded and linked at an ideas stage rather than in a more ad hoc manner. Examining the underpinning concepts which were derived from the University’s strategy, this paper explores the influences on the MBA’s programme design and how the inspiration and subsequent adoption of a metaphorical tree facilitated the construction of a relevant, creative and coherent programme.