Integrating frame semantic resources into EFL instruction: Developing and piloting materials for enhancing learners’ metaphoric competence in EFL

Summary

The project explored the intersection between metaphor research, lexicography and language teaching/learning. It was motivated by the general recognition of the ubiquity of metaphor in language and the growing interest in building electronic repositories of figurative language, along with its inadequate representation in foreign language instructional materials. The aim of the project was to develop theoretically-informed tasks and lesson plans for promoting EFL learners’ metaphoric competence and to pilot them in the context of an EFL course at the School of English, AUTh.

The teaching materials created combine cognitive linguistic approaches (Frame Semantics, Conceptual Metaphor Theory, Deliberate Metaphor Theory), a communicative language teaching method (Task-Based Learning), and lexicographic resources (FrameNet and MetaNet) which go beyond the scope of conventional dictionaries. Findings from using the proposed approach in classroom during two academic semesters show that frame-inspired task-based instruction can enhance learners’ metaphoric competence, as this is reflected in L2 written data and learners’ own perceptions.

The study consists of two stages of implementation.

First stage

Second stage

The project has two main outcomes:

• empirical evidence has been provided regarding the effectiveness of frame-inspired task-based instruction as well as the advantages and limitations of using frame semantic resources in an EFL context (see publications)
• a repository of metaphor-related tasks has been created and made available open access to help EFL teachers integrate metaphor and frame semantic resources in their teaching practice (see Metaphor Task Bank)

Metaphor Task Bank

Metaphor Task Bank is a repository of frame-based tasks for raising learners’ awareness of metaphor. Visit the Metaphor Task Bank here.

Publications

Dalpanagioti, T. (forthcoming). Rethinking war metaphors in an EFL setting: An educational intervention about framing global issues.

Dalpanagioti, T. (forthcoming). Integrating frame semantic resources in EFL instruction with a focus on deliberate metaphor. In A. Klosa-Kückelhaus & M. Nied Curcio (Eds.) Dictionary use and dictionary teaching. Lexicographica. Series Maior.

Dalpanagioti, T. (2023). Developing productive metaphoric competence through a frame-inspired task-based teaching model. Crossroads. A Journal of English Studies, 43, 33-56.

Dalpanagioti, T. (2023). What frame semantics can offer to task-based language teaching. TESOL Journal, 14(2).

Dalpanagioti, T. (2022). Marrying frame semantics with task-based language teaching. Selected Papers of ISTAL 24, 253-269.

Dalpanagioti, T. (2021). A frame-inspired task-based approach to metaphor teaching. Lexis – Journal in English Lexicology 18. Special Issue: Lexical learning and teaching.

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Principal researcher: Dr Thomai Dalpanagioti
Advisor: Prof Marina Mattheoudakis
Technical support: Tasos Paschalis
Funding:  A.S. Hornby Educational Trust (A.S. Hornby Dictionary Research Awards 2022)