Iranian EFL Learners' Cognitive Styles and Their Explanations of Conceptual Metaphors

Q3 Social Sciences International Journal of Virtual and Personal Learning Environments Pub Date : 2018-01-01 DOI:10.4018/IJVPLE.2018010105

Somaye Piri, D. Tafazoli

{"title":"Iranian EFL Learners' Cognitive Styles and Their Explanations of Conceptual Metaphors","authors":"Somaye Piri, D. Tafazoli","doi":"10.4018/IJVPLE.2018010105","DOIUrl":null,"url":null,"abstract":"ThecurrentstudyaimstoinvestigateIranianEFLlearners’cognitivestylesandtheirexplanationsof conceptualmetaphors,offeringapossiblerangeofindividualdifferencesinmetaphorprocessing.71 participantswereaskedtoexplainsomeestablishedconceptualmetaphorsthatarecommonlyused inEnglish.Then,theircognitivestyleswereclassifiedinto“analytic”or“holistic”and“imager”or “verbalizer”bymeansofcognitivestylestest.Dataanalysisrevealedthat29participants(40.85%) explained the threeconceptualmetaphorsbymaking structural correspondencesbetweensource andtargetdomain.Moreover,20participants(28.17%)explainedatleastoneofthemetaphorsby applyingelementswhichwerenotpartofthesourcedomain.Theresultsoftheexperimentrevealed thatlearnerswith“holistic”cognitivestylesweremorelikelytoblendtheirconceptionofthetarget domainwiththesourcedomainincomparisontoparticipantswith“analytic”styles;also,“imagers” weremorelikelythan“verbalizers”torefertostereotypicalimagestoexplainthemetaphors. KEywoRdS Analytic, Cognitive Style, Conceptual Metaphor, Holistic, Imager, Verbalizer","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"23 1","pages":"68-78"},"PeriodicalIF":0.0000,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Virtual and Personal Learning Environments","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4018/IJVPLE.2018010105","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 3

Abstract

ThecurrentstudyaimstoinvestigateIranianEFLlearners’cognitivestylesandtheirexplanationsof conceptualmetaphors,offeringapossiblerangeofindividualdifferencesinmetaphorprocessing.71 participantswereaskedtoexplainsomeestablishedconceptualmetaphorsthatarecommonlyused inEnglish.Then,theircognitivestyleswereclassifiedinto“analytic”or“holistic”and“imager”or “verbalizer”bymeansofcognitivestylestest.Dataanalysisrevealedthat29participants(40.85%) explained the threeconceptualmetaphorsbymaking structural correspondencesbetweensource andtargetdomain.Moreover,20participants(28.17%)explainedatleastoneofthemetaphorsby applyingelementswhichwerenotpartofthesourcedomain.Theresultsoftheexperimentrevealed thatlearnerswith“holistic”cognitivestylesweremorelikelytoblendtheirconceptionofthetarget domainwiththesourcedomainincomparisontoparticipantswith“analytic”styles;also,“imagers” weremorelikelythan“verbalizers”torefertostereotypicalimagestoexplainthemetaphors. KEywoRdS Analytic, Cognitive Style, Conceptual Metaphor, Holistic, Imager, Verbalizer

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

伊朗英语学习者的认知风格及其对概念隐喻的解释

ThecurrentstudyaimstoinvestigateIranianEFLlearners ' cognitivestylesandtheirexplanationsof conceptualmetaphors，offeringapossiblerangeofindividualdifferencesinmetaphorprocessing。71 participantswereaskedtoexplainsomeestablishedconceptualmetaphorsthatarecommonlyused inEnglish。,他们的认知风格分为“分析”或,“整体”“成像仪”,的“唠叨”认知风格测试手段。数据分析揭示了,29日参与者(40.85%)三解释隐喻概念,在结构之间的通讯,目标域来源。此外,20个参与者解释(28.17%)至少一个的隐喻,元素应用不,来源域的一部分。Theresultsoftheexperimentrevealed thatlearnerswith "整体的" cognitivestylesweremorelikelytoblendtheirconceptionofthetarget domainwiththesourcedomainincomparisontoparticipantswith "分析的" styles;also， "意象者" weremorelikelythan "语言者" torefertostereotypicalimagestoexplainthemetaphors。关键词分析，认知风格，概念隐喻，整体，意象，语言表达

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

International Journal of Virtual and Personal Learning Environments Social Sciences-Education

CiteScore

1.70

自引率

0.00%

发文量