Figurative Languages Employed by EFL Lecturers in Teaching

Fatimah Fatimah; Siti Hardiyanti Amri; Rusan Rusan

Fatimah Fatimah STKIP Dampal Selatan
Siti Hardiyanti Amri STKIP Muhammadiyah Barru
Rusan Rusan IAIN Palu

Keywords: figurative languages, teaching, culture

Abstract

The objectives of this study are to find out (1) kinds of figurative languages used by EFL lecturers (2) reasons for using figurative languages in teaching, and (3) students’ responses on the use of figurative languages by EFL lecturers in teaching. The current research employed the descriptive qualitative method. The subjects of this research are two EFL lecturers and students at English Education Study Program of STKIP Dampal Selatan. The results of the research indicated that (1) kinds of figurative languages employed by EFL lecturers in teaching are: rhetoric, simile, metonymy, personification, repetition, paradox, metaphor, and litotes, (2) the reasons for using figurative languages are: to help students’ understanding the lessons, in motivating students in learning process, for introducing language and culture, as a feedback to increase students’ understanding on the lessons, and to train students’ critical thinking. In addition, (3) the students’ responses on the use of figurative language is the students easily in association the material with the real world absorbed because those make closer with their environment; those also could enrich their knowledge on languages; and figurative languages used by lecturers help them to understand the lesson.

Downloads

Download data is not yet available.

References

Bohrn, I. C., Altmann, U., & Jacobs, A. M. (2012). Looking at the brains behind figurative language—A quantitative meta-analysis of neuroimaging studies on metaphor, idiom, and irony processing. Neuropsychologia, 50(11), 2669-2683.

Claridge, C. (2010). Hyperbole in English: A corpus-based study of exaggeration. Cambridge: Cambridge University Press.

Doiz, A., & Elizari, C. (2013). Metaphoric competence and the acquisition of figurative vocabulary in foreign language learning. ELIA, 13, 47-82.

Forceville, C. (2002). Pictorial metaphor in advertising. London: Routledge.

Hartono, R. (2012). Translation Problems of Idioms and Figurative Languages from English into Indonesian. Paper presented at the UNNES International Conference on ELTLT (English Language Teaching, Literature, and Translation).

Hollander, J. (1981). The Figure of Echo: a mode of allusion in Milton and after. California: University of California Press.

Katz, A. N., Cacciari, C., Gibbs Jr, R. W., & Turner, M. (1998). Figurative language and thought. Oxford: Oxford University Press.

Kennedy, X. J. (1983). Literature: An Introduction to Fiction, Poetry, and Drama. Toronto: Little Brown Company.

Liamputtong, P., & Ezzy, D. (2005). Qualitative research methods (Vol. 2). Melbourne: Oxford University Press.

Manning, A. L., & Wray, D. (1990). Using figurative language in the classroom. TEACHING Exceptional Children, 22(4), 18-21.

Panther, K.-U., & Radden, G. (1999). Metonymy in language and thought (Vol. 4). Amsterdam: John Benjamins Publishing.

Paxson, J. J. (1994). The poetics of personification (Vol. 6). Cambridge: Cambridge University Press.

Sharndama, E. C., & Suleiman, J. B. (2013). An analysis of figurative languages in two selected traditional funeral songs of the Kilba people of Adamawa State. International journal of English and Literature, 4(4), 167-174.