Studies have shown that raising L2 learners' metaphor awareness contributes to the acquisition of figurative language, which fosters students' development of language skills. However, the instruments measuring metaphor awareness, in the majority of relevant research, did not seem to have undergone proper methodological procedures for checking…

This study describes the quantitative aspects of metaphor in academic publications. In particular, we analyze the frequency of metaphor types and source domains in medical papers written by native and non-native speakers of English. The data have been collected from selected published articles on cancer and tissue engineering. The method combines…

Research on corrective feedback (CF) and language teachers' beliefs and practices on the provision of CF has been mainly limited to learners' non-target-like use of grammar, vocabulary, pronunciation, and spelling (non-formulaic forms). Consequently, learners' non-target-like use of formulaic sequences, that is, collocations, idioms, lexical…

Most studies about figurative language learning focus on metaphor rather than metonymy; however, the interactions of metonymy and metaphor are so intricate that the boundary forms not a dichotomy but a continuum. Such a continuum and its influences on figurative language learning have not been studied in depth. The present study investigates EFL…

The focus in studies of language awareness in L2 learning generally has been on the efficacy of teacher-generated attention to discrete elements of the forms of language through the manipulation of texts or corrective feedback. The study reported in this paper engaged learners in a collaborative task that involved learner-generated attention to…