Elicited Metaphor Analysis in Educational Discourse
Editors
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.
[Metaphor in Language, Cognition, and Communication, 3] 2015. ix, 329 pp.
Publishing status: Available
© John Benjamins
Table of Contents
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Conventions | p. vii
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Acknowledgement | p. ix
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IntroductionWan Wan and Graham Low | pp. 1–12
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Researching elicited metaphor in educational contexts: The state of the art and methodological issues
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A practical validation model for researching elicited metaphorGraham Low | pp. 15–37
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Methodological approaches and strategies for elicited metaphor-based research: A critical reviewEulsun Seung, Soonhye Park and Jinhong Jung | pp. 39–64
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A hybrid methodology of linguistic metaphor identification in elicited data and its conceptual implicationsAriadna Strugielska | pp. 65–92
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Metaphor analysis in L2 education: Insights from data-based researchMaría C.M. de Guerrero and Olga Villamil | pp. 93–115
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Specific collection, validation and analysis methods
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Retrospective Metaphor Interviews as an additional layer in elicited metaphor investigations: Bridging conceptualizations and practiceSonya L. Armstrong | pp. 119–138
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Crowdchecking conceptual metaphors: How principals and teachers frame the principal’s role in academics through metaphorHope Smith Davis, A. Bruce Watson and Michelle Bakerson | pp. 139–165
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The role of metaphors in novice and experienced L2 instructors’ classroom practiceGabriela C. Zapata | pp. 167–186
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Testing the power of research instruments: Case studies
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Researching academic literacy metaphors: Development and use of the modified “What was school like?” elicitation instrumentDonita Shaw and Marc Mahlios | pp. 189–212
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Developing critical thinking in academic writing through a metaphor elicitation technique: An exploratory studyWan Wan | pp. 213–237
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Metaphorical conceptualizations and classroom practices of instructors teaching an accelerated postsecondary developmental literacy courseJeanine L. Williams | pp. 239–264
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Beyond “elicit and run” metaphor research: Why conversations within and between levels of participants matterGwen Hart | pp. 265–288
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Chilean preservice teachers’ metaphors about the role of teachers as professionalsPaola Alarcón, Claudio Díaz and Jorge Vergara | pp. 289–314
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Index of names | pp. 315–319
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Index of terms | pp. 321–329
Cited by
Cited by 12 other publications
ARICA AKKOK, Elif
Blau, Ina, Ronen Grinberg & Tamar Shamir-Inbal
Deng, Yu, Jixue Yang, Wan Wan & Sanjay Kumar Singh Patel
Ewertowska, Tanya, Katherine Ravenswood & Julie Douglas
Jin, Lixian & Martin Cortazzi
Muñoz-Salinas, Yerko
Sun, Ya, Guangsa Jin, Yingli Yang & Jingjing Zhao
van den Heerik, Romy A. M., Ellen Droog, Melanie Jong Tjien Fa & Christian Burgers
Voronina, Olga, Aleksandra Sopina, Aleksandr Volosiuk & Julia Ostanina-Olszewska
Wegner, Elisabeth, Christian Burkhart & Matthias Nückles
Xu, Xing, Hing Wa Sit & Shen Chen
[no author supplied]
This list is based on CrossRef data as of 14 september 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
Subjects
Main BIC Subject
CJA: Language teaching theory & methods
Main BISAC Subject
FOR000000: FOREIGN LANGUAGE STUDY / General