Yi-chen and Huei-ling Lai - Humanities

624of variances regarding individual score changes was not as high as thatmade by the CM-group participants.The different levels of progress suggest that the participants of the MMgroup might have made greater consistent progress in evaluating sentenceson the post-test; therefore, the convergent variances of the changes resultedin statistical significance, as shown in Table 3. Contrarily, the participants ofthe CM group might have performed inconsistently on the post-test, meaningthe variance of changes was divergent. Thus, they did not show significantprogress overall. The results of the comparisons, therefore, suggest theanswer to the second research question: instruction involving metaphoricmappings can result in longer and steadier effects on retention for learnersthan instruction involving conceptual metaphors can.In sum, even though both instruction on conceptual metaphors andinstruction on metaphoric mappings produce beneficial effects in raisingawareness in EFL learners, instruction on metaphoric mappings can alsoproduce relatively more steady progress. The results are rather consistentwith the idea of meaningful learning on second language acquisition (Ausubel,1963, 1968).