The effect of gender and language proficiency on the metaphor use in the writing of TEFL students

Abstract The ubiquitous nature of metaphor in everyday life and its significance in second language learning has triggered plethoric research on the relationship between metaphor and language learning. To contribute to the still growing literature, the current study explore the effect of learner var...

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Autores principales:	Nazila Fattahi, Musa Nushi
Formato:	article
Lenguaje:	EN
Publicado:	SpringerOpen 2021
Materias:	Gender Language proficiency L2 writing Metaphor Metaphoric competence Special aspects of education LC8-6691 Language acquisition P118-118.7
Acceso en línea:	https://doaj.org/article/db94203f13a34b618036ec9cb73bb1d2
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spelling	oai:doaj.org-article:db94203f13a34b618036ec9cb73bb1d22021-11-21T12:08:13ZThe effect of gender and language proficiency on the metaphor use in the writing of TEFL students10.1186/s40862-021-00126-12363-5169https://doaj.org/article/db94203f13a34b618036ec9cb73bb1d22021-11-01T00:00:00Zhttps://doi.org/10.1186/s40862-021-00126-1https://doaj.org/toc/2363-5169Abstract The ubiquitous nature of metaphor in everyday life and its significance in second language learning has triggered plethoric research on the relationship between metaphor and language learning. To contribute to the still growing literature, the current study explore the effect of learner variables, namely gender and proficiency, on metaphor use in TEFL students’ writing. To achieve that objective, 27 intermediate and 23 upper-intermediate Iranian TEFL students were asked to write on an IELTS Writing Task 2 topic. Fifty essays were analyzed for metaphor use through Metaphor Identification Procedure (Pragglejaz Group in Metaphor Symb 22(1):1–39, 2007) and Vehicle Identification Procedure (Cameron in Metaphor in educational discourse, Continuum, London, 2003). The data analyzed through t-test and multiple regression analysis revealed the advantage of upper-intermediate students over intermediate students concerning metaphor use in their writing. Gender, on the other hand, did not play an influential role in the students’ metaphor use. The findings of this research and the implications they might have for the field of English language teaching will be discussed.Nazila FattahiMusa NushiSpringerOpenarticleGenderLanguage proficiencyL2 writingMetaphorMetaphoric competenceSpecial aspects of educationLC8-6691Language acquisitionP118-118.7ENAsian-Pacific Journal of Second and Foreign Language Education, Vol 6, Iss 1, Pp 1-15 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Gender Language proficiency L2 writing Metaphor Metaphoric competence Special aspects of education LC8-6691 Language acquisition P118-118.7
spellingShingle	Gender Language proficiency L2 writing Metaphor Metaphoric competence Special aspects of education LC8-6691 Language acquisition P118-118.7 Nazila Fattahi Musa Nushi The effect of gender and language proficiency on the metaphor use in the writing of TEFL students
description	Abstract The ubiquitous nature of metaphor in everyday life and its significance in second language learning has triggered plethoric research on the relationship between metaphor and language learning. To contribute to the still growing literature, the current study explore the effect of learner variables, namely gender and proficiency, on metaphor use in TEFL students’ writing. To achieve that objective, 27 intermediate and 23 upper-intermediate Iranian TEFL students were asked to write on an IELTS Writing Task 2 topic. Fifty essays were analyzed for metaphor use through Metaphor Identification Procedure (Pragglejaz Group in Metaphor Symb 22(1):1–39, 2007) and Vehicle Identification Procedure (Cameron in Metaphor in educational discourse, Continuum, London, 2003). The data analyzed through t-test and multiple regression analysis revealed the advantage of upper-intermediate students over intermediate students concerning metaphor use in their writing. Gender, on the other hand, did not play an influential role in the students’ metaphor use. The findings of this research and the implications they might have for the field of English language teaching will be discussed.
format	article
author	Nazila Fattahi Musa Nushi
author_facet	Nazila Fattahi Musa Nushi
author_sort	Nazila Fattahi
title	The effect of gender and language proficiency on the metaphor use in the writing of TEFL students
title_short	The effect of gender and language proficiency on the metaphor use in the writing of TEFL students
title_full	The effect of gender and language proficiency on the metaphor use in the writing of TEFL students
title_fullStr	The effect of gender and language proficiency on the metaphor use in the writing of TEFL students
title_full_unstemmed	The effect of gender and language proficiency on the metaphor use in the writing of TEFL students
title_sort	effect of gender and language proficiency on the metaphor use in the writing of tefl students
publisher	SpringerOpen
publishDate	2021
url	https://doaj.org/article/db94203f13a34b618036ec9cb73bb1d2
work_keys_str_mv	AT nazilafattahi theeffectofgenderandlanguageproficiencyonthemetaphoruseinthewritingofteflstudents AT musanushi theeffectofgenderandlanguageproficiencyonthemetaphoruseinthewritingofteflstudents AT nazilafattahi effectofgenderandlanguageproficiencyonthemetaphoruseinthewritingofteflstudents AT musanushi effectofgenderandlanguageproficiencyonthemetaphoruseinthewritingofteflstudents
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The effect of gender and language proficiency on the metaphor use in the writing of TEFL students

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