Aspects of Figurative Language

Table of Contents

1. Introduction

2. Survey

2.1. Metaphors

2.1.1 Mapping of Metaphors

2.1.2 Metaphors as Experiences

2.1.3 Creation of Similarities

2.1.4 Metaphors vs. Similes

2.1.5 Novel vs. Conventional Metaphors

2.1.6 Dead vs. Alive Metaphors

2.1.7 Emotive Function

2.1.8 Expressing Humour

2.2. Idioms

2.2.1 Simply Phrasal Metaphors?

2.2.2 Types of Idioms

2.2.3 Functions of Idioms

2.2.4 Frozenness

2.2.5 Defining Idioms

2.3. Proverbs

2.3.1 Didactic Content

2.3.2 Fixedness

3. Why Teach Figurative Language?

3.1 Ortony’s Theses

3.2 Politeness

3.3 Social Competence

3.4. Didactic Content

3.4.1 Cultural Values

3.4.2 Understanding Literature

3.5 Near-native Speech

4. How to Teach Figurative Language

4.1. Background Information

4.1.1 Storage

4.1.2 Comprehension Process

4.1.3 Prerequisites

4.1.4 What to Teach

4.2. Teaching Strategies

4.2.1 Metaphors

4.2.2 Idioms

4.2.3 Proverbs

5. Conclusion

Research Objectives and Key Topics

The primary objective of this work is to demonstrate that figurative language is essential for effective communication and therefore requires more focused attention in English as a Foreign Language (EFL) instruction, rather than being dismissed as a secondary concern.

• Characteristics of metaphors, idioms, and proverbs
• Reasons for teaching figurative language (compactness, inexpressibility, vividness)
• The role of figurative language in politeness and social competence
• Methods and strategies for integrating figurative language into the classroom
• Development of cultural awareness through figurative expressions

Excerpt from the Book

Chapter Summaries

1. Introduction: Outlines the scope of figurative language and the necessity of incorporating it into foreign language education.

2. Survey: Provides definitions and characteristics of metaphors, idioms, and proverbs based on linguistic theory.

3. Why Teach Figurative Language?: Explores the pedagogical justifications for teaching figurative language, focusing on communicative efficiency, social competence, and cultural understanding.

4. How to Teach Figurative Language: Examines cognitive aspects of learning and provides practical, classroom-tested teaching strategies.

5. Conclusion: Summarizes the key findings and reiterates the recommendation for integrating figurative elements into foreign language lessons.

Keywords

Figurative language, Metaphor, Idiom, Proverb, Foreign language teaching, EFL, Conceptual metaphor, Compactness thesis, Inexpressibility, Vividness, Politeness, Social competence, Cultural values, Language learner, Teaching strategies

Frequently Asked Questions

What is the fundamental goal of this paper?

The paper aims to refute the claim that figurative language is unimportant in basic communication and to demonstrate that it is, in fact, essential for reaching high-level communicative proficiency and cultural understanding in a foreign language.

What are the core topics covered?

The work covers definitions and analyses of metaphors, idioms, and proverbs, the theoretical reasons for including these in teaching, and practical classroom strategies to implement them.

What is the primary research question?

The main question is why and how figurative language should be integrated into English as a Foreign Language (EFL) instruction.

Which theoretical frameworks are used?

The work draws upon various linguistics scholars, most notably Ortony’s theses (compactness, inexpressibility, vividness), Lakoff and Johnson’s work on conceptual metaphors, and Makkai’s idiom classifications.

What does the main body discuss?

The main body is divided into a theoretical survey, reasons for teaching figurative language, and a practical section detailing specific teaching strategies for metaphors, idioms, and proverbs.

Which keywords define this work?

Key terms include figurative language, metaphor, idiom, proverb, teaching strategies, social competence, and language proficiency.

Why does the author distinguish between "live" and "dead" metaphors?

The author discusses this to clarify how different levels of conventionalization affect how learners process and understand figurative language in real-world contexts.

What is the significance of the "politeness" argument in teaching?

The author argues that figurative language allows for indirect speech, which is often more polite; teaching this helps learners achieve social competence by avoiding overly blunt or inappropriate expressions.