Reconsidering Metaphorical Performance of EFL Learners with a Focus on Their Cognitive Features
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Metaphoric language and understanding such a language have been of central concern in not only private language schools for intermediate and advanced learners, but in universities for students whose major is English. Besides, as Ellis (1994) maintains, various individual differences have an effect on students`` performance and learning. One of the sources of individual differences is related to cognitive styles. The cognitive style of field dependence/independence (FD/FI) has been studied frequently from various perspectives. This study was an attempt to find out if FD/FI cognitive style had any effect on students`` performance in tests containing figures of speech, embedded in readings and discrete sentences. To achieve such a purpose, 30 intermediate students whose major was English were randomly selected from Shahrekord University. During one session, Group Embedded Figure Test (GEFT) was given to the participants to separate FD/FI styles; then figurative tests in the form of readings and discrete sentences were given to the participants. The findings revealed that there was no significant relationship between FD/FI cognitive style and metaphoric test performance.
Abstract
Metaphoric language and understanding such a language have been of central concern in not only private language schools for intermediate and advanced learners, but in universities for students whose major is English. Besides, as Ellis (1994) maintains, various individual differences have an effect on students`` performance and learning. One of the sources of individual differences is related to cognitive styles. The cognitive style of field dependence/independence (FD/FI) has been studied frequently from various perspectives. This study was an attempt to find out if FD/FI cognitive style had any effect on students`` performance in tests containing figures of speech, embedded in readings and discrete sentences. To achieve such a purpose, 30 intermediate students whose major was English were randomly selected from Shahrekord University. During one session, Group Embedded Figure Test (GEFT) was given to the participants to separate FD/FI styles; then figurative tests in the form of readings and discrete sentences were given to the participants. The findings revealed that there was no significant relationship between FD/FI cognitive style and metaphoric test performance.
참고문헌 (11)
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