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.
Author(s): Wan Wan & Graham Low
Publisher: John Benjamins Publishing Company
Year: 2015
Language: English
Pages: 339
Elicited Metaphor Analysis in Educational Discourse......Page 1
Editorial page......Page 2
Title page......Page 3
LCC data......Page 4
Table of contents......Page 5
Conventions......Page 7
Acknowledgement......Page 9
1. Metaphor, elicited metaphor and education......Page 11
3. The structure of the book......Page 17
References......Page 20
Section I. Researching elicited metaphor in educational contexts......Page 23
1. Introduction......Page 25
2. The seven-step validation model......Page 27
3. Conclusion......Page 43
References......Page 44
1. Introduction......Page 49
2. Elicited metaphors as a methodological tool......Page 51
3. Elicited metaphor as an intervention tool......Page 66
4. Methodological issues and suggestions......Page 68
References......Page 71
3. A hybrid methodology of linguistic metaphor identification in elicited data and its conceptual implications......Page 75
1. Introduction......Page 76
2. Towards a hybrid model of linguistic metaphor identification in elicited data......Page 86
3. Conclusion......Page 99
Acknowledgement......Page 100
References......Page 101
4. Metaphor analysis in L2 education: Insights from data-based research......Page 103
2. Research Study 1......Page 104
3. Research Study 2......Page 106
4. Implications from our research......Page 107
5. Conclusion......Page 121
References......Page 123
Section II. Specific collection, validation and analysis methods......Page 127
1. Introduction......Page 129
2. Eliciting metaphors through stem-prompt completion protocols......Page 130
3. Eliciting metaphors through stem-prompt completion plus explanation......Page 131
4. Eliciting metaphors through stem-prompt completion plus extension......Page 132
5. Retrospective Metaphor Interview (RMI) protocols......Page 133
6. RMI data exemplars......Page 136
7. Strengths and limitations of the RMI approach......Page 145
8. RMI adaptation possibilities......Page 146
References......Page 147
1. Introduction......Page 149
2. Metaphor checks by the crowd......Page 151
3. The study......Page 152
4. Findings and discussion......Page 159
5. Implications......Page 170
6. Limitations......Page 171
7. Conclusion: Validation and crowdchecking metaphors......Page 172
Acknowledgement......Page 173
References......Page 174
1. Introduction......Page 177
2. Previous studies......Page 178
3. The present study......Page 180
4. Results......Page 185
5. Discussion......Page 192
6. Limitations of the study and suggestions for further research......Page 193
7. Conclusion......Page 194
References......Page 195
Section III. Testing the power of research instruments: Case studies......Page 197
1. Introduction......Page 199
2. Instrument......Page 200
3. Academic literacy metaphors......Page 201
4. Literacy conceptualizations and implications......Page 205
References......Page 212
Appendix A......Page 215
Appendix B......Page 219
1. Introduction......Page 223
2. Using metaphor to cultivate critical thinking in educational research......Page 225
3. An overview of the study......Page 230
4. Results......Page 234
5. Discussion and implications......Page 239
6. Conclusions......Page 242
References......Page 244
Appendix A......Page 247
1. Introduction......Page 249
2. Moving towards a sociocultural paradigm......Page 252
3. Using metaphor to uncover instructors’ beliefs and behaviors......Page 255
4. Conducting the present study......Page 257
5. Metaphorical conceptualizations of teaching and students’ learning of academic literacy......Page 260
6. Participant beliefs about teaching and learning academic literacy......Page 267
7. Curricular and pedagogical structures employed by participants......Page 268
8. Conclusions and recommendations......Page 270
References......Page 271
Appendix......Page 274
1. Introduction......Page 275
2. Previous metaphor research pointing towards the value of conversation......Page 278
3. Study description......Page 280
4. Results of the study......Page 283
5. Suggestions for future research......Page 293
References......Page 294
Appendix......Page 297
1. Introduction......Page 299
2. Theoretical framework......Page 301
3. Methodology and research design......Page 303
4. Results......Page 306
5. Discussion......Page 316
6. Conclusions......Page 319
References......Page 322
Index of names......Page 325
Index of terms......Page 331
