Elicited Metaphor Analysis in Educational Discourse
Published on 2. July 2015
Book
Hardback
329 pages
978-90-272-0207-9 (ISBN)
Description
The ability to recognise, discuss and evaluate one's educational beliefs and working practices in metaphoric terms has for several years been seen as a highly valuable tool for increasing self-awareness, facilitating learning (or teaching), and/or predicting behaviour. This is the first edited book solely devoted to the topic of researching elicited metaphor in education, and brings together key researchers from China, Poland, Puerto Rico, South America, UK and USA. The 12 chapters involve overviews and state-of-the-art articles, articles focussing on methodology and validation, as well as reflections on the effectiveness of techniques and research reports of recent empirical studies. The bulk of the articles relate to literacy (L1 and L2) and teacher education, but science education is also addressed. The book offers useful models for academics, professionals and PhD students in these areas, and provides solutions for improving the validity of elicited metaphor techniques in educational research.
More details
Series
Language
English
Place of publication
Amsterdam
Netherlands
Target group
College/higher education
Professional and scholarly
Illustrations
+ index
Weight
750 gr
ISBN-13
978-90-272-0207-9 (9789027202079)
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Schweitzer Classification
Other editions
Additional editions
WAN WAN | Graham Low
Elicited Metaphor Analysis in Educational Discourse
E-Book
07/2015
1st Edition
John Benjamins Publishing Company
€118.99
Available for download
Persons
Content
1. Conventions; 2. Acknowledgement; 3. Introduction (by Wan, Wan); 4. Researching elicited metaphor in educational contexts: The state of the art and methodological issues; 5. A practical validation model for researching elicited metaphor (by Low, Graham); 6. Methodological approaches and strategies for elicited metaphor-based research: A critical review (by Seung, Eulsun); 7. A hybrid methodology of linguistic metaphor identification in elicited data and its conceptual implications (by Strugielska, Ariadna); 8. Metaphor analysis in L2 education: Insights from data-based research (by de Guerrero, Maria C.M.); 9. Specific collection, validation and analysis methods; 10. Retrospective Metaphor Interviews as an additional layer in elicited metaphor investigations: Bridging conceptualizations and practice (by Armstrong, Sonya L.); 11. Crowdchecking conceptual metaphors: How principals and teachers frame the principal's role in academics through metaphor (by Davis, Hope Smith); 12. The role of metaphors in novice and experienced L2 instructors' classroom practice (by Zapata, Gabriela C.); 13. Testing the power of research instruments: Case studies; 14. Researching academic literacy metaphors: Development and use of the modified "What was school like?" elicitation instrument (by Shaw, Donita); 15. Developing critical thinking in academic writing through a metaphor elicitation technique: An exploratory study (by Wan, Wan); 16. Metaphorical conceptualizations and classroom practices of instructors teaching an accelerated postsecondary developmental literacy course (by Williams, Jeanine L.); 17. Beyond "elicit and run" metaphor research: Why conversations within and between levels of participants matter (by Hart, Gwen); 18. Chilean preservice teachers' metaphors about the role of teachers as professionals (by Alarcon, Paola); 19. Index of names; 20. Index of terms