Metaphors second language teachers live by: A conceptual metaphor analysis
Abstract
This study seeks to discover the conceptual metaphors which govern the way second language pedagogy scholars perceive error and error correction. By means of a conceptual metaphor analysis of the linguistic metaphors for error, correctness, error correction, language, learning, and teaching, the present study was conducted on six representative texts for each of three major second language (L2) teaching approaches. These approaches are labelled with the neologisms "Structural/Behavioral Approach" (which follows the tenets of structural linguistics and behavioral psychology), "Generative/Cognitive Approach" (which is heavily influenced by transformational generative grammar and cognitive learning theories), and "Functional/Interactional Approach" (which shows solidarity with functional linguistics and interactive learning theories). The primary aim of this study is to reconstruct the conceptual metaphors of second language pedagogy in order to better understand the linguistic descriptions of error and error correction presented within each approach. A secondary aim of this study is to better define the benefits and pitfalls of using conceptual metaphor reconstruction as a means of analysis. The metaphors presented in the findings chapters reveal the distinctness of each approach's terminology. For example, within the Structural/Behavioral Approach, error is described as a strongly negative phenomenon (often evil) and error correction is viewed as forceful eradication of error. The Generative/Cognitivists view error as a naturally occuring anomaly which can be helpful as a teaching aid, and they view error correction as a gradual, affective activity. The Functional/Interactional Approach depicts error in even more positive terms than the Generative/Cognitivists and places great emphasis on learners' communicative needs in its metaphors for error correction. The findings also reveal which metaphors are shared by all three approaches. Some of these universal metaphors include the description of error as undesireable, error correction as a three step process, correctness as a target, language as a tangible construction, learning as progressing, and teaching as supplying. Along with the many linguistic and conceptual metaphors listed in the findings chapters, a discussion of the coherences found between metaphors and a presentation of the implications for theory and practice are also given.
Degree
Ph.D.
Advisors
Berns, Purdue University.
Subject Area
Linguistics|Language arts|Language|Bilingual education|Multicultural education
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