Tipo: artículo

Metodología: estudio empírico

Temas: pragmática

Resumen:

This study responds to the growing emphasis on applying the cognitive linguistic approach to second language (L2) teaching by investigating the effects of metaphor awareness-raising instruction on the acquisition of requests in the underexplored domain of L2 pragmatics. Using a pretest, intervention, immediate posttest, and delayed posttest design, this study compares the performance of an experimental group exposed to metaphor awareness-raising instruction with a comparison group receiving explicit instruction. Both groups engaged in three weekly 35-minute teaching sessions. Computer-animated production tasks were utilized to elicit learners’ request productions in the pretest, immediate, and delayed posttests. Results indicated significant improvement in both groups postintervention, with the experimental group demonstrating...

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