A Frame-Inspired Task-Based Approach to Metaphor Teaching

Abstract

The paper aims to make a contribution to recent discussions of the application of a particular cognitive linguistic theory, frame semantics, to the field of language teaching. The proposal put forward demonstrates the meeting points between frame semantics and task-based language teaching. In explaining why and how frame semantics can be integrated with task-based language teaching, we point out the key role of contextualization (both situational and linguistic). The implementation of the proposed integration is illustrated in the context of metaphor teaching: we present sample teaching units which raise English as a Foreign Language learners’ awareness of metaphor. These examples show how frame semantics can find its way into the task-based framework with a view to enhancing vocabulary acquisition through the conceptual and contextual grouping of lexico-grammatical items.