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Article published In: Metaphor and the Social World
Vol. 9:1 (2019) ► pp.59–82

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The effectiveness of the Conceptual Metaphor Approach to English idiom acquisition by young Chinese learners

 | The Hong Kong Polytechnic University
Published online: 20 May 2019
DOI logo with link
https://doi.org/10.1075/msw.17024.pan
Abstract
Although the Conceptual Metaphor Approach (CMA) has been claimed to be effective with respect to English idiom acquisition for EFL/ESL learners at elementary level, the claim awaits further investigation with empirical evidence (Beréndi, M., Csábi, S., & Kövecses, Z. (2008). Using conceptual metaphors and metonymies in vocabulary teaching. In F. Boers & S. Lindstromberg (Eds.), Cognitive linguistic approaches to teaching vocabulary and phraseology (pp. 65–99). Berlin/New York: Mouton de Gruyter.Google Scholar logo with link to Google Scholar; (2004). Expanding learners’ vocabulary through metaphor awareness: What expansion, what learners, what vocabulary. In M. Achard & S. Niemeier (Eds.), Cognitive linguistics, second language acquisition, and foreign language teaching (pp. 211–232). Berlin/New York: Mouton de Gruyter. Google Scholar logo with link to Google Scholar). How CMA benefits these learners’ idiom acquisition and in what way it can best be implemented in their classrooms remain unknown. This study addresses these issues and sheds light on the effectiveness of CMA through a quasi-experiment, in which metaphor is exploited as an intervention that explicitly introduces the connection between idioms and the underlying Conceptual Metaphor theme. Quantitative and qualitative data were collected from 43 participants through questionnaires, tests and a semi-structured interview with the instructor. Results from an immediate post-test showed that participants under CMA scored higher than their counterparts who were undergoing a Memorizing Translation Approach, though the difference was statistically insignificant (p = 0.08). A one-week delayed post-test found that CMA facilitated idiom acquisition at a statistically significant level (p < .05). Findings from participants’ drawings and the semi-structured interview showed that CMA had contributed to an engaging and active learning experience. Pedagogical implications of this study are discussed further.
Article outline
  • 1.Introduction
  • 2.A CM approach to English idiom acquisition in an EFL/ESL context
    • 2.1The development of and rationale for CMA
    • 2.2Implementing CMA for idiom acquisition in young Chinese learner classrooms
  • 3.Method
    • 3.1Pilot study
    • 3.2Participants in the main study
    • 3.3Main study intervention
    • 3.4Main study instruments
      • 3.4.1Questionnaire about prior knowledge of target idioms
      • 3.4.2Immediate post-test and one-week-delay post-test
      • 3.4.3Questionnaire about learning experience and the semi-structured interview
    • 3.5Analyses of the main study
  • 4.Results and discussion
    • 4.1Results of the immediate post-test
    • 4.2Results of one-week-delay test
    • 4.3Results of the learning experience questionnaire
    • 4.4Ten drawings from the immediate post-test
    • 4.5Findings from the semi-structured interview
    • 4.6Discussion
  • 5.Conclusion
  • Acknowledgements
  • Note
  • References
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