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Exploring EFL Learners’ Metaphorical Conceptions of Language Learning: A Multimodal Analysis

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Abstract

Owing to the limitations of linguistic modes to portray aptly L2 learners’ metaphors of language learning experience, growing attention has been paid to taking advantage of other modes like visual ones to ameliorate this concern. Hence, the present study sought to explore images and metaphors Iranian EFL learners may have in mind about the essence of English language as a foreign learning. To this end, Iranian EFL learners’ verbal and non-verbal forms of metaphorical depiction were examined. One intact class, including intermediate male and female learners (n = 11) at a non-profit language institute was selected randomly. The data were collected through both verbal (a single-item questionnaire) and non-verbal (drawings) tools. The learners’ drawings and written descriptions were examined so as to both tap into their mental representations of what ‘English learning’ means to them and get closer insights into the learners’ belief system. The study’s conceptual framework was mainly built on Oxford et al.’s (System 26:3–50, 1998) perspectives on education and Vygotsky’s (Mind in society: the development of higher psychological processes, Harvard University Press, 1978) Socio-cultural theory (SCT) of learning. The multimodal analysis of the metaphors evidenced that the learners’ verbal and visual metaphorical representations shared the common perspectives towards English learning. Additionally, the extracted metaphorical concepts disclosed the learners’ positive attitudes, enthusiasm, and desire for English learning. Results unveiled that most of the visual and verbal metaphorical depictions portray language learning as a joyful, dynamic and discovery individual process. The study ends with presenting some implications and offering some avenues for further research.

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Data availability statement

The data that support the findings of this study are available from the corresponding author upon reasonable request.

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Authors and Affiliations

  1. School of Foreign Languages, Huaihua University, Huaihua, 418000, Hunan Province, China

    Li Xu

  2. University of Ayatollah Ozma Borujerdi, Borujerd City, Iran

    Azam Naserpour

  3. Teaching English and Linguistics Department, University of Ayatollah Ozma Borujerdi, Borujerd City, Iran

    Afsheen Rezai & Zeinab Azizi

  4. University of Applied Science and Technology (UAST), Khuzestan, Ahvaz, Iran

    Ehsan Namaziandost

  5. Mehrarvand Institute of Technology, Abadan, Iran

    Ehsan Namaziandost

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  1. Li Xu
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Correspondence to Ehsan Namaziandost.

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Xu, L., Naserpour, A., Rezai, A. et al. Exploring EFL Learners’ Metaphorical Conceptions of Language Learning: A Multimodal Analysis. J Psycholinguist Res 51, 323–339 (2022). https://doi.org/10.1007/s10936-022-09842-2

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