Argues that metaphor should be given a more important place in language teaching and considers ways in which the expanded available knowledge about metaphors can be incorporated into language art curricula, through such methods as multi-text exercises. (Author/CB)

Reviews use of "figurative" language by Supreme Court justices in court decisions relating to First Amendment rights of students and teachers. Outlines how use of metaphor, metonomy, and other tropes has led to expressions in judicial opinions that have been used repeatedly in constitutional defenses. Discusses dangers and strengths of…

Describes the results of two studies indicating that people do not ordinarily process the complete literal or compositional interpretations of idiomatic expressions, and that people are automatically biased toward interpreting such language as idioms before deriving their intended literal meanings. (HTH)

Demonstrates that business writers rely far more heavily than expected on classical figures of speech. Uses Aristotle's "Rhetoric" to show that figures of speech offer a powerful tool for the persuasive function of modern business communication. (PD)

Looks at research and practice in the area of idioms and offers suggestions for teaching them effectively. (FL)

Data indicate that the form of writing does affect both the kinds and the numbers of figurative language examples that will be found. Children do use all of the elements of figurative language, although there is no natural development of such language in grades 4 through 6. (JA)

Describes a method used in a Biblical literature course to help students discover and assimilate Biblical information through video tapes. (FL)

Presents results of a study of fifth-grade students' ability to interpret novel metaphors and similes when provided with a subschemata of semantic attributes. (AEA)

This study shows that variations in paralinguistic stress cues, based upon Chafe's given--new and contrastiveness notions, can also influence which frameworks subjects use in comprehending ambiguous passages. Educational implications of schematic-triggering phenomena are discussed. (Author/GK)

Subjects ranging in age from 7 to 12 years selected correct story completion alternatives significantly more often when these alternatives were similes than when they were semantically equivalent metaphors, and when alternatives specifically denoted the referent of the metaphorical comparison than when the identity of the referent had to be…

Describes the use of the proverb "a watched pot never boils" to help students make the relationship between literal statements and the reader's own experience. (MKM)

Reviews theory and research on the use and effectiveness of metaphors, analogies, and models as instructional tools. Concludes that the use of metaphors and other figurative devices promotes the acquisition of new knowledge. Suggests possible design and use of instructional metaphors. (FMW)

In a study of beliefs and construction of knowledge, undergraduate and graduate education students responded to open- ended statements and a list of similes describing what teachers, students, and classrooms were like. Results suggests that the simile list responses were valid reflections of the subjects' personal metaphors. (32 references)…