Yi-chen and Huei-ling Lai - Humanities

621t=-1.25, p>.05, respectively); however, the differences between the twogroups were not significant.The specific ways in which the instruction on metaphoric mappingsfacilitates steady learning required further investigation. Thus, finer-grainedanalyses based on the metaphor-metonymy continuum were conducted andreported in Table 5. The CM-group participants did not make significantprogress on any of the four categories, though they received higher scoreson average in the post-test. However, the MM-group participants madesignificant progress in C3 (β=2.86, t=2.28, p