Using Metaphor and Metonymy in Writing Classes through Dialogic Interaction

Journal of Language and Translation

دوره 12، شماره 2، تیر 2022، صفحه 149-161   

نوع مقاله: Research Articles

شناسه دیجیتال (DOI): 10.30495/ttlt.2022.690746

نویسندگان

Nasrin Jenabagha؛ Shaban Najafi Karimi^* ؛ Amir Marzban

English Department, Qaemshahr Branch, Islamic Azad University, Qaemshahr, Iran

چکیده

Regarding the significance of writing in English language learning and the importance of figurative language in writing, the present paper sought to determine whether using metaphoric language can have any positive effects on writing improvement through dialogic interactions. A total of 60 female intermediate learners from a university in Gorgan, Iran, were selected through convenience sampling. The participants were divided into three groups each one consisting of 20 learners. The Quick Oxford Placement Test and Writing Test developed by the authors of the current study were used to collect data. First, the data normality of the K-S test was run. Second, an ANOVA was run to see whether there would be any difference between the three groups in terms of their writing improvement at the pretest level. Then the same ANOVA was run between the posttests of these three groups. This study showed that metaphor and metonymy through dialogic interactions had significant effects on the participations’ writing. The present research suggests the practice of more dialogical interactions and calls for using group work and figurative language in writing training programs.
 
 

کلیدواژه‌ها

Dialogic interaction؛ Figurative language؛ Metaphor؛ Metonymy؛ Writing

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