Cover not available
Part of
Elicited Metaphor Analysis in Educational Discourse
Edited by Wan Wan and Graham Low
[Metaphor in Language, Cognition, and Communication 3] 2015
► pp. 119–138

Retrospective Metaphor Interviews as an additional layer in elicited metaphor investigations

Bridging conceptualizations and practice

| Northern Illinois University
Metaphor-elicitation protocols can provide data that allow researchers a window onto a participant’s conceptualizations on a particular target. These insights can be immensely useful for investigations of academic language and literacy learning. However, such studies can be greatly enhanced when the conceptualization data can be tied to actual learner practice. Through continued researcher-­participant discussion and examination of concrete examples – an extension of the standard stem-prompt completion approach – researchers can simultaneously ensure a richer data set through triangulation and also provide a built-in metaphor check. This chapter describes one such extension technique, called a Retrospective Metaphor Interview (RMI). A sample protocol and insights from two implementations of RMIs are provided to demonstrate the potential utility of this extension technique.
Keywords: educational research, elicited metaphor, extension procedure, interview protocol, metaphor, metaphor checking, Metaphor Interview, triangulation approach
Published online: 2 July 2015
DOI logo
https://doi.org/10.1075/milcc.3.05arm
References (33)
References
Armstrong, S.L. (2007). Beginning the literacy transition: Postsecondary students’ conceptualizations of academic writing in developmental literacy contexts. Unpublished doctoral dissertation, University of Cincinnati.
. (2008). Using metaphor analysis to uncover learners’ conceptualizations of academic literacies in postsecondary developmental contexts. International Journal of Learning, 15(9), 211–218.Google Scholar
Armstrong, S.L., Davis, H., & Paulson, E.J. (2011). The subjectivity problem: Improving triangulation approaches in metaphor analysis studies. International Journal of Qualitative Methods, 10(2), 151–163.Google Scholar
Bowman, M.A. (1998–1999). Metaphors we teach by: Understanding ourselves as teachers and learners. OTEI Class Action, 1(4), n.p.Google Scholar
Cameron, L., & Low, G.D. (1999). Metaphor. Language Teaching, 32, 77–96. DOI logoGoogle Scholar
Cortazzi, M., & Jin, L. (1999). Bridges to learning: Metaphors of teaching, learning, and language. In G.D. Low & L. Cameron (Eds.), Researching and applying metaphor (pp. 149–176). Cambridge, UK: Cambridge University Press. DOI logoGoogle Scholar
Davis, H.S. (2009). Student and teacher conceptualizations of reading: A metaphor analysis study of scripted reading interventions in secondary classrooms. Unpublished doctoral dissertation, University of Cincinnati.
Gass, S.M., & Mackey, A. (2000). Stimulated recall methodology in second language research. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Gay, L.R., & Airasian, P. (2003). Educational research: Competencies for analysis and applications. Upper Saddle River, NJ: Merrill Prentice Hall.Google Scholar
Glynn, S., Law, M., & Doster, E.C. (1998). Making text meaningful: The role of analogies. In C. Hynd (Ed.), Learning from text across conceptual domains (pp. 193–208). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Goodman, Y.M., & Marek, A.M. (1996). Retrospective miscue analysis: Revaluing readers and reading. Katonah, NY: Richard C. Owen Publishers.Google Scholar
Goodman, Y.M., Watson, D.J., & Burke, C.L. (2005). Reading miscue inventory: From evaluation to instruction (2nd ed.). Katonah, NY: Richard C. Owen Publishers.Google Scholar
Goswami, U. (2001). Analogical reasoning in children. In D. Gentner, K. Holyoak, & B.N. Kokinov (Eds.), The analogical mind: Perspectives from cognitive science (pp. 437–470). Cambridge, MA: MIT Press.Google Scholar
Guerrero, M.C.M. de, & Villamil, O.S. (2002). Metaphorical conceptualizations of ESL teaching and learning. Language Teaching Research, 6(2), 95–120. DOI logoGoogle Scholar
Holyoak, K.J., & Thagard, P. (1997). The analogical mind. American Psychologist, 52(1), 35–44. DOI logoGoogle Scholar
Jin, L., & Cortazzi, M. (2011). More than a journey: ‘Learning’ in the metaphors of Chinese students and teachers. In L. Jin & M. Cortazzi (Eds.), Researching Chinese learners: Skills, perceptions and intercultural adaptations (pp. 67–92). New York: Palgrave Macmillan. DOI logoGoogle Scholar
Kövecses, Z. (2002/2010). Metaphor: A practical introduction. Oxford, UK: Oxford University Press.Google Scholar
. (2005). Metaphor in culture. Universality and variation. Cambridge, UK & New York: Cambridge University Press. DOI logoGoogle Scholar
Lakoff, G., & Johnson, M. (1980/2003). Metaphors we live by. Chicago, IL: University of Chicago Press.Google Scholar
Lavelle, E., & Zuercher, N. (2001). The writing approaches of university students. Higher Education, 42(3), 373–391. DOI logoGoogle Scholar
Low, G.D. (2003). Validating metaphoric models in applied linguistics. Metaphor and Symbol, 18(4), 239–254. DOI logoGoogle Scholar
Paulson, E.J., & Armstrong, S.L. (2011). Mountains and pit bulls: Students’ metaphors for college reading and writing. Journal of Adolescent and Adult Literacy, 54(7), 494–503. DOI logoGoogle Scholar
Paulson, E.J., & Mason-Egan, P. (2007). Retrospective miscue analysis for struggling postsecondary readers. Journal of Developmental Education, 31(2), 2–4, 6, 8, 10, 12–13.Google Scholar
Ritchie, D. (2003). “Argument is war” – Or is it a game of chess? Multiple meanings in the analysis of implicit metaphors. Metaphor and Symbol, 18(2), 125–146. DOI logoGoogle Scholar
Schraw, G., & Bruning, R. (1996). Readers’ implicit models of reading. Reading Research Quarterly, 31(3), 290–305. DOI logoGoogle Scholar
. (1999). How implicit models of reading affect motivation to read and reading engagement. Scientific Studies of Reading, 3(3), 281–302. DOI logoGoogle Scholar
Theurer, J.L. (2002). The power of retrospective miscue analysis: One preservice teacher’s journey as she reconsiders the reading process. The Reading Matrix, 2(1), n.p.Google Scholar
Tobin, L. (1989). Bridging gaps: Analyzing our students’ metaphors for composing. College Composition and Communication, 40(4), 444–458. DOI logoGoogle Scholar
Todd, Z., & Harrison, S.J. (2008). Metaphor analysis. In S.N. Hesse-Biber & P. Leavy (Eds.), Handbook of emergent methods (pp. 479–493). New York: Guilford Press.Google Scholar
Tomlinson, B. (1988). Tuning, tying, and training texts: Metaphors for revision. College Composition and Communication, 5(1), 58–81.Google Scholar
Wan, W., Low, G.D., & Li, M. (2011). From students’ and teachers’ perspectives: Metaphor analysis of beliefs about EFL teachers’ roles. System, 39(3), 403–415. DOI logoGoogle Scholar
White, M.J., & Bruning, R. (2005). Implicit beliefs and their relation to writing quality. Contemporary Educational Psychology, 30, 166–189. DOI logoGoogle Scholar
Cited by (3)

Cited by three other publications

Naghavian, Mohammad
2024. English learners’ beliefs about L2 speaking fluency: Insights from elicited metaphor analysis. The Modern Language Journal 108:3 ► pp. 719 ff. DOI logo
Gao, Fei & Dennis Tay
2023. Metaphor use in describing English public speaking anxiety by Chinese university EFL learners. System 118 ► pp. 103091 ff. DOI logo
Martínez-Álvarez, Patricia, Natalia Sáez & María Paula Ghiso
2018. Mediating hybrid spaces in the bilingual science class by learning to cultivate children's metaphors. Linguistics and Education 47 ► pp. 68 ff. DOI logo

This list is based on CrossRef data as of 19 september 2024. 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.