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 sustained learning effects. In addition, the experimental group outperformed the comparison group significantly in both immediate and delayed posttests, emphasizing the efficacy of metaphor awareness-raising in enhancing pragmatic competence. This study contributes valuable insights for improving instructional methodologies in L2 pragmatic teaching.
Yang et al. (Fri,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: