Akademik Veri Yönetim Sistemi
BILIG, sa.64, ss.95-122, 2013 (SSCI)
Figurative language, which can be thought as a constitution of speech figures like metaphor, metonymy, and stereotypes like idioms and proverbs, is a fundamental element of both literary and daily language. Therefore, there has been a considerable increase in figurative language research. This study also deals with this subject focusing on teaching metaphor and idioms by means of the Conceptual Key Model which is based on the Conceptual Metaphor Theory. The scope of this study is to explore the efficiency of the Conceptual Key Model, particularly in metaphor and idiom teaching under the framework of emotion metaphors and idioms. The study was carried out in the province of Limburg in Belgium with 32 Turkish-Dutch bilingual pupils. The posttest experimental design was used. Data were collected using Emotion Metaphors Retention Test, Emotion Idioms Retention Test, Emotion Idioms Interpretation Test, Emotion Idioms Retention Test in the Context of Mini-Text, Idiom Interpretation Test. The independent samples t-test was used to describe the data. The following results were obtained from the study: There is statistically meaningful difference on account of both metaphor and idiom retention, and interpretation in the domain of emotions. And the Conceptual Key Model emerged an efficient method in figurative language teaching.