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Aspects of Figurative Language - Metaphors, Idioms and Proverbs in Foreign Language Teaching (Paperback)
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Aspects of Figurative Language - Metaphors, Idioms and Proverbs in Foreign Language Teaching (Paperback)
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Bachelor Thesis from the year 2010 in the subject English Language
and Literature Studies - Linguistics, grade: 1,7, University of
Hannover (Englisches Seminar), language: English, abstract: The
paper deals with different types of figurative language and the
question of why and how these should be taught in second language
teaching. In order to prove that figurative language is essential
in communication and therefore needs to receive more attention in
schools, I start by analysing and comparing the concepts of
metaphors, idioms and proverbs. Many scholars have discussed
metaphors and so as to outline the most important aspects, I refer
to Lakoff, Johnson, Ortony and Langlotz amongst others. Those
aspects will include the differences between novel and conventional
metaphors, the different functions that metaphors fulfil and the
phenomenon of mixed metaphors. When discussing idioms I focus on
their relationship to metaphorical language, the aspect of
frozenness and their functions as well as other topics. Here,
scholars like Swinney, Skandara and Gotz are quoted and their
propositions towards idiomatic language are analysed. To end the
first part of the paper I discuss the relationship of proverbs to
metaphors and idioms and base this part on Norrick in order to
focus on didactic content and the issue of distinguishing between a
proverb's literal and figurative meaning. After having given the
survey of those concepts, I turn to the part of explaining why it
is so important to teach figurative language and I do that by
drawing on Ortony's theses of compactness, inexpressibility and
vividness. Furthermore, Katz's theory of metaphor as politeness is
examined and also Liu's view on idioms as containing cultural
references. To end this theoretical paper with an idea of how to
use the information practically, the last section deals with the
question of how figurative language is best taught. The methods
presented are based on a preceding part of background information
on h
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