English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This study investigates metaphor in its role to mediate concepts in academic textbooks and promote content understanding in the English-medium instruction (EMI) context. Of particular interest is how the language of the discourse affected and possibly hindered metaphor comprehension. Drawing on the theoretical insights found in sociocultural theory and cognitive linguistics, a stance was assumed in which language is treated as embodied and contextual, and verbalizing thoughts (languaging) assists understanding. Three pairs of Japanese students with varying English proficiency levels were invited to participate in online group-based think-aloud protocols where they read and discussed selected paragraphs taken from two social and two natural science textbooks written in English. After accessing the participants’ general knowledge about the main topic of each paragraph, content understanding was accounted for in form of prompts during the think-aloud sessions and a 3-week delayed posttest. In total, over 8 hours of video data were collected, transcribed, and treated with the metaphor identification procedure MIPVU. Qualitative inspections of charged moments in discourse pinpoint metaphor as an important tool for compressing abstract entities or processes into meaningful, dense bundles of information. Participants also created their own analogies and expanded on found metaphoric expressions in textbooks when attempting to make sense of abstract phenomena in science. Further, this study confirms that the lack of English proficiency or schematic knowledge can result in non-understanding, misunderstanding, or partial understanding of metaphoric expressions which has implications for the EMI context.

‘The Genome Is the Brain of the Cell!’ How Japanese English Learners Mediate Understanding of Academic Content through Metaphor