Metaphors we learn a foreign language by
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Recent studies (for instance, Lawley & Tompkins, 2000) argue that students use metaphors all the time. Nevertheless, efforts on reporting students' metaphors are scanty. This study examines metaphors college students employ in portraying their foreign language learning experiences. Interviews are conducted among 4 college students, 2 Americans and 2 Chinese, who narrate their foreign language learning experiences as hard, as lots of work, as a movie of touching stories, and as the first step. Explorations are then made to find adequacies of such student metaphors for depicting foreign language...
Recent studies (for instance, Lawley & Tompkins, 2000) argue that students use metaphors all the time. Nevertheless, efforts on reporting students' metaphors are scanty. This study examines metaphors college students employ in portraying their foreign language learning experiences. Interviews are conducted among 4 college students, 2 Americans and 2 Chinese, who narrate their foreign language learning experiences as hard, as lots of work, as a movie of touching stories, and as the first step. Explorations are then made to find adequacies of such student metaphors for depicting foreign language learning. Relevant studies are reviewed on how college students learn to "request" in foreign languages and a pragmatic competence development model is detected that contains five stages. The model is related to Chickering and Reisser's (1993) psychosocial model of college student development, and evidences the latter theory's explanatory adequacy, particularly its competence development vector.
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