Using Conceptual Metaphors to Bridge the Gap Between the Receptive and Productive Competence of Idiomatic Expressions: The Case of Jordanian EFL Learners
DOI:
https://doi.org/10.17507/tpls.1312.08Keywords:
idioms, EFL learners, CM-based instruction, conceptual metaphor theory, figurative languageAbstract
The present study aims at narrowing the evident gap between the receptive and productive competence of idiomatic expressions of Jordanian EFL learners through the use of explicit CM-inspired instruction. 130 Jordanian EFL learners participated in the study and were separated into a control group that received no instruction in CMs and an experimental group that received a CM-based instruction. A multiple-choice test and a completion test were designed to measure the receptive and productive knowledge of students. A pre-test and post-test were conducted to measure the improvement of the idiomatic competence of students. The results of the pre-tests and the post-tests show that Jordanian EFL learners’ productive competence can be developed to match that of receptive knowledge using CM-based instruction. The study is expected to provide EFL instructors and curriculum designers with insights on how to tackle the challenges posed by these figurative expressions.
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