Aspects of Figurative Language

Table of Contents

• Introduction
• Survey
• Metaphors
• Mapping of Metaphors
• Metaphors as Experiences
• Creation of Similarities
• Metaphors vs. Similes
• Novel vs. Conventional Metaphors
• Dead vs. Alive Metaphors
• Emotive Function
• Expressing Humour
• Idioms
• Frozenness
• Simply Phrasal Metaphors?
• Functions of Idioms
• Types of Idioms
• Defining Idioms
• Proverbs
• Didactic Content
• Fixedness
• Why Teach Figurative Language?
• Ortony's Theses
• Politeness
• Social Competence
• Didactic Content
• Cultural Values
• Near-native Speech
• How to Teach Figurative Language
• Teaching Strategies
• Metaphors
• Idioms
• Proverbs

Objectives and Key Themes

This paper aims to demonstrate the importance of figurative language in English as a Foreign Language (EFL) learning and teaching. It argues that figurative language, including metaphors, idioms, and proverbs, is essential for effective communication and understanding of English, and therefore should be given more attention in EFL teaching.

• The role of figurative language in communication and understanding English.
• The characteristics and functions of metaphors, idioms, and proverbs.
• The pedagogical implications of teaching figurative language to EFL learners.
• Strategies for teaching metaphors, idioms, and proverbs in EFL classes.
• The importance of understanding cultural values and near-native speech.

Chapter Summaries

Chapter two provides a comprehensive survey of the concepts of metaphor, idiom, and proverb, exploring their defining characteristics and classifications. It analyzes the different types of metaphors, including novel and conventional metaphors, and discusses the role of idioms in communication. It also delves into the concept of proverbs, highlighting their didactic content and fixedness.

Chapter three explores the reasons for the importance of teaching figurative language in EFL classes. It examines Ortony's theses on the compactness, inexpressibility, and vividness of figurative language, and discusses the role of politeness, social competence, and didactic content in language acquisition. It also highlights the importance of enabling learners to achieve near-native speech.

Chapter four focuses on practical strategies for teaching figurative language to EFL learners. It examines the prerequisites necessary for students to be ready to learn figurative language and outlines important aspects to be taught. It presents hands-on tasks for teaching metaphors, idioms, and proverbs, drawing on existing research and pedagogical practices.

Keywords

The key concepts and focus areas of this work include figurative language, metaphor, idiom, proverb, EFL (English as a Foreign Language) teaching, communication, cultural values, near-native speech, pedagogical strategies, and language acquisition.