On Teaching Metaphor
Identifieur interne : 001B77 ( Istex/Corpus ); précédent : 001B76; suivant : 001B78On Teaching Metaphor
Auteurs : Graham D. LowSource :
- Applied Linguistics [ 0142-6001 ] ; 1988-06.
Abstract
It is argued that metaphor should be given a more important place in language teaching than it has been in the past, for three reasons. Firstly, it is central to the use of language. Secondly, from a structural point of view it pervades large parts of the language system. And thirdly, enough is known to make such a reconsideration a feasible proposition. It is proposed that a reinterpretation of some of this knowledge in skill terms is a helpful prerequisite to the design of instructional programmes, not just because skills, expressed in one form or another, constitute an important part of most communicative syllabuses, but also because this reformulation suggests ways in which teaching materials can be designed. Lastly, some of the methodological implications of the theoretical points are tentatively examined, and it is argued (1) that multi-text exercises constitute an effective and relatively simple design for teaching materials, and (2) that the structure of a number of reference materials could be significantly improved if some, or all, of the theoretical points were taken up.
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DOI: 10.1093/applin/9.2.125
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Low</name><affiliation><mods:affiliation>University of York</mods:affiliation></affiliation></author></analytic><monogr></monogr><series><title level="j">Applied Linguistics</title><idno type="ISSN">0142-6001</idno><idno type="eISSN">1477-450X</idno><imprint><publisher>Oxford University Press</publisher><date type="published" when="1988-06">1988-06</date><biblScope unit="volume">9</biblScope><biblScope unit="issue">2</biblScope><biblScope unit="page" from="125">125</biblScope><biblScope unit="page" to="147">147</biblScope></imprint><idno type="ISSN">0142-6001</idno></series><idno type="istex">E961BABE84A668926B4943598219263C51838256</idno><idno type="DOI">10.1093/applin/9.2.125</idno><idno type="ArticleID">9.2.125</idno></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">0142-6001</idno></seriesStmt></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract">It is argued that metaphor should be given a more important place in language teaching than it has been in the past, for three reasons. Firstly, it is central to the use of language. Secondly, from a structural point of view it pervades large parts of the language system. And thirdly, enough is known to make such a reconsideration a feasible proposition. It is proposed that a reinterpretation of some of this knowledge in skill terms is a helpful prerequisite to the design of instructional programmes, not just because skills, expressed in one form or another, constitute an important part of most communicative syllabuses, but also because this reformulation suggests ways in which teaching materials can be designed. Lastly, some of the methodological implications of the theoretical points are tentatively examined, and it is argued (1) that multi-text exercises constitute an effective and relatively simple design for teaching materials, and (2) that the structure of a number of reference materials could be significantly improved if some, or all, of the theoretical points were taken up.</div></front></TEI><istex><corpusName>oup</corpusName><author><json:item><name>GRAHAM D. LOW</name><affiliations><json:string>University of York</json:string></affiliations></json:item></author><subject><json:item><value>Articles</value></json:item></subject><articleId><json:string>9.2.125</json:string></articleId><language><json:string>unknown</json:string></language><originalGenre><json:string>research-article</json:string></originalGenre><abstract>It is argued that metaphor should be given a more important place in language teaching than it has been in the past, for three reasons. 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Lastly, some of the methodological implications of the theoretical points are tentatively examined, and it is argued (1) that multi-text exercises constitute an effective and relatively simple design for teaching materials, and (2) that the structure of a number of reference materials could be significantly improved if some, or all, of the theoretical points were taken up.</abstract><qualityIndicators><score>9.1</score><pdfVersion>1.3</pdfVersion><pdfPageSize>626 x 810 pts</pdfPageSize><refBibsNative>false</refBibsNative><keywordCount>1</keywordCount><abstractCharCount>1098</abstractCharCount><pdfWordCount>10303</pdfWordCount><pdfCharCount>58890</pdfCharCount><pdfPageCount>23</pdfPageCount><abstractWordCount>175</abstractWordCount></qualityIndicators><title>On Teaching Metaphor</title><refBibs><json:item><host><author><json:item><name>R,J Alexander</name></json:item></author><title>Metaphors, connotations, allusions: thoughts on the languageculture connexion in learning English as a foreign language</title><publicationDate>1983</publicationDate></host></json:item><json:item><author><json:item><name>E,M Anthony</name></json:item></author><host><volume>17</volume><pages><last>7</last><first>63</first></pages><author></author><title>English Language Teaching Journal</title><publicationDate>1963</publicationDate></host><title>Approach, method and technique</title><publicationDate>1963</publicationDate></json:item><json:item><host><author><json:item><name>C Bronte</name></json:item></author><publicationDate>1853</publicationDate></host></json:item><json:item><author><json:item><name>C Brooke-Rose</name></json:item></author><host><author></author><title>A Grammar of Metaphor</title><publicationDate>1958</publicationDate></host><publicationDate>1958</publicationDate></json:item><json:item><host><author><json:item><name>C Brugman</name></json:item></author><title>Story of Over</title><publicationDate>1981</publicationDate></host></json:item><json:item><author><json:item><name>M,K Camac</name></json:item><json:item><name>S Glucksberg</name></json:item></author><host><volume>13</volume><pages><last>55</last><first>433</first></pages><author></author><title>Journal of Psycholinguistic Research</title><publicationDate>1984</publicationDate></host><title>Metaphors do not use associations between concepts, they are used to create them</title><publicationDate>1984</publicationDate></json:item><json:item><host><author><json:item><name>P Cockbum</name></json:item></author><title>Figure of Eight</title><publicationDate>1985</publicationDate></host></json:item><json:item><host><author><json:item><name>H Collis</name></json:item></author><title>Colloquial English: How to Shoot the Breeze and Knock 'EmforaLoop While Having a Ball</title><publicationDate>1981</publicationDate></host></json:item><json:item><author><json:item><name>K Durkin</name></json:item><json:item><name>R Crowther</name></json:item><json:item><name>B Shire</name></json:item><json:item><name>R Riem</name></json:item><json:item><name>P,R G Nash</name></json:item></author><host><pages><last>61</last><first>147</first></pages><author></author><title>Polysemy in mathematical and musical education.' 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adjustment</title><publicationDate>1980</publicationDate></json:item><json:item><host><author><json:item><name>J,P Vinay</name></json:item><json:item><name>J Darbelnet</name></json:item></author><publicationDate>1984</publicationDate></host></json:item></refBibs><genre><json:string>research-article</json:string></genre><host><volume>9</volume><publisherId><json:string>applij</json:string></publisherId><pages><last>147</last><first>125</first></pages><issn><json:string>0142-6001</json:string></issn><issue>2</issue><genre><json:string>journal</json:string></genre><language><json:string>unknown</json:string></language><eissn><json:string>1477-450X</json:string></eissn><title>Applied Linguistics</title></host><categories><wos><json:string>social science</json:string><json:string>linguistics</json:string></wos><scienceMetrix><json:string>arts & humanities</json:string><json:string>communication & textual studies</json:string><json:string>languages & linguistics</json:string></scienceMetrix></categories><publicationDate>1988</publicationDate><copyrightDate>1988</copyrightDate><doi><json:string>10.1093/applin/9.2.125</json:string></doi><id>E961BABE84A668926B4943598219263C51838256</id><score>0.026793636</score><fulltext><json:item><extension>pdf</extension><original>true</original><mimetype>application/pdf</mimetype><uri>https://api.istex.fr/document/E961BABE84A668926B4943598219263C51838256/fulltext/pdf</uri></json:item><json:item><extension>zip</extension><original>false</original><mimetype>application/zip</mimetype><uri>https://api.istex.fr/document/E961BABE84A668926B4943598219263C51838256/fulltext/zip</uri></json:item><istex:fulltextTEI uri="https://api.istex.fr/document/E961BABE84A668926B4943598219263C51838256/fulltext/tei"><teiHeader><fileDesc><titleStmt><title level="a">On Teaching Metaphor</title><respStmt><resp>Références bibliographiques récupérées via GROBID</resp><name resp="ISTEX-API">ISTEX-API 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Lastly, some of the methodological implications of the theoretical points are tentatively examined, and it is argued (1) that multi-text exercises constitute an effective and relatively simple design for teaching materials, and (2) that the structure of a number of reference materials could be significantly improved if some, or all, of the theoretical points were taken up.</p></abstract><textClass><keywords scheme="keyword"><list><item><term>Articles</term></item></list></keywords></textClass></profileDesc><revisionDesc><change when="1988-06">Published</change><change xml:id="refBibs-istex" who="#ISTEX-API" when="2016-12-22">References added</change></revisionDesc></teiHeader></istex:fulltextTEI><json:item><extension>txt</extension><original>false</original><mimetype>text/plain</mimetype><uri>https://api.istex.fr/document/E961BABE84A668926B4943598219263C51838256/fulltext/txt</uri></json:item></fulltext><metadata><istex:metadataXml wicri:clean="corpus oup" wicri:toSee="no header"><istex:docType PUBLIC="-//NLM//DTD Journal Publishing DTD v2.3 20070202//EN" URI="journalpublishing.dtd" name="istex:docType"></istex:docType><istex:document><article article-type="research-article"><front><journal-meta><journal-id journal-id-type="hwp">applij</journal-id><journal-id journal-id-type="publisher-id">applij</journal-id><journal-id journal-id-type="pmc">applij</journal-id><journal-title>Applied Linguistics</journal-title><issn pub-type="epub">1477-450X</issn><issn pub-type="ppub">0142-6001</issn><publisher><publisher-name>Oxford University Press</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.1093/applin/9.2.125</article-id><article-id pub-id-type="publisher-id">9.2.125</article-id><article-categories><subj-group><subject>Articles</subject></subj-group></article-categories><title-group><article-title>On Teaching Metaphor</article-title></title-group><contrib-group><contrib contrib-type="author"><name><surname>LOW</surname><given-names>GRAHAM D.</given-names></name></contrib><aff><institution>University of York</institution></aff></contrib-group><pub-date pub-type="ppub"><month>6</month><year>1988</year></pub-date><volume>9</volume><issue>2</issue><fpage>125</fpage><lpage>147</lpage><history><date date-type="received"><month>12</month><year>1986</year></date></history><copyright-statement>© Oxford University Press</copyright-statement><copyright-year>1988</copyright-year><abstract><p>It is argued that metaphor should be given a more important place in language teaching than it has been in the past, for three reasons. Firstly, it is central to the use of language. Secondly, from a structural point of view it pervades large parts of the language system. And thirdly, enough is known to make such a reconsideration a feasible proposition. It is proposed that a reinterpretation of some of this knowledge in skill terms is a helpful prerequisite to the design of instructional programmes, not just because skills, expressed in one form or another, constitute an important part of most communicative syllabuses, but also because this reformulation suggests ways in which teaching materials can be designed. Lastly, some of the methodological implications of the theoretical points are tentatively examined, and it is argued (1) that multi-text exercises constitute an effective and relatively simple design for teaching materials, and (2) that the structure of a number of reference materials could be significantly improved if some, or all, of the theoretical points were taken up.</p></abstract></article-meta></front></article></istex:document></istex:metadataXml><mods version="3.6"><titleInfo><title>On Teaching Metaphor</title></titleInfo><titleInfo type="alternative" contentType="CDATA"><title>On Teaching Metaphor</title></titleInfo><name type="personal"><namePart type="given">GRAHAM D.</namePart><namePart type="family">LOW</namePart><affiliation>University of York</affiliation></name><typeOfResource>text</typeOfResource><genre type="research-article" displayLabel="research-article"></genre><subject><topic>Articles</topic></subject><originInfo><publisher>Oxford University Press</publisher><dateIssued encoding="w3cdtf">1988-06</dateIssued><copyrightDate encoding="w3cdtf">1988</copyrightDate></originInfo><physicalDescription><internetMediaType>text/html</internetMediaType></physicalDescription><abstract>It is argued that metaphor should be given a more important place in language teaching than it has been in the past, for three reasons. Firstly, it is central to the use of language. Secondly, from a structural point of view it pervades large parts of the language system. And thirdly, enough is known to make such a reconsideration a feasible proposition. It is proposed that a reinterpretation of some of this knowledge in skill terms is a helpful prerequisite to the design of instructional programmes, not just because skills, expressed in one form or another, constitute an important part of most communicative syllabuses, but also because this reformulation suggests ways in which teaching materials can be designed. Lastly, some of the methodological implications of the theoretical points are tentatively examined, and it is argued (1) that multi-text exercises constitute an effective and relatively simple design for teaching materials, and (2) that the structure of a number of reference materials could be significantly improved if some, or all, of the theoretical points were taken up.</abstract><relatedItem type="host"><titleInfo><title>Applied Linguistics</title></titleInfo><genre type="journal">journal</genre><identifier type="ISSN">0142-6001</identifier><identifier type="eISSN">1477-450X</identifier><identifier type="PublisherID">applij</identifier><identifier type="PublisherID-hwp">applij</identifier><part><date>1988</date><detail type="volume"><caption>vol.</caption><number>9</number></detail><detail type="issue"><caption>no.</caption><number>2</number></detail><extent unit="pages"><start>125</start><end>147</end></extent></part></relatedItem><identifier type="istex">E961BABE84A668926B4943598219263C51838256</identifier><identifier type="DOI">10.1093/applin/9.2.125</identifier><identifier type="ArticleID">9.2.125</identifier><accessCondition type="use and reproduction" contentType="copyright">© Oxford University Press</accessCondition><recordInfo><recordContentSource>OUP</recordContentSource></recordInfo></mods></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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|flux= Istex
|étape= Corpus
|type= RBID
|clé= ISTEX:E961BABE84A668926B4943598219263C51838256
|texte= On Teaching Metaphor
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| This area was generated with Dilib version V0.6.31. |  |