Linguacultural Approach in Teaching Imagery to EFL Students
DOI:
https://doi.org/10.60072/ijeissah.2025.v4i01.006Abstract
This research explores the efficacy of a linguacultural method for teaching imagery within English as a Foreign Language (EFL) classroom. Acknowledging that metaphor, simile, symbolism, and other figurative techniques are rooted in cultural contexts, the study investigates the influence of cultural backgrounds on students' understanding and creation of imagery. A quasi-experimental design was used, involving 60 intermediate EFL students who were split into control and experimental groups. Throughout six weeks, the experimental group received instruction that integrated cross-cultural literary texts and activities focused on metaphor analysis. Quantitative data from pre- and post-assessments indicates a statistically significant enhancement in the experimental group's capacity to interpret and utilize imagery. The paper presents replicable teaching methods and underscores the importance of culturally informed instruction in improving literary skills and fostering intercultural understanding.
Keywords:
Cultural Competence, EFL Teaching, Figurative Language Imagery, Linguacultural ApproachReferences
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