Yi-chen and Huei-ling Lai - Humanities

615The idea of using metaphoric mappings as explicit instruction not onlyfollows the trend of cognitive linguistics, which values awareness andmotivation, but also deals with possible linguistic and cultural gaps by utilizinglearners’ already-existent world knowledge and universal concepts. Theadoption of metaphoric mappings, thus, seems to be promising in helpinglearners associate conceptual domains and finding the motivations ofexpressions. However, such idea has not yet been tested empirically. Withoutempirical evidence, the proposed method has not been able to claim itseffects on L2 learning.The present study, therefore, intends to evaluate the twocognitive-oriented methods in teaching Chinese EFL learners metaphoric andmetonymic expressions, determine their effects on L2 figurative languagelearning, and find a compromising way to teach EFL learners who speakdifferent native languages. The two methods under investigation include themethod of conceptual metaphor (CM), 1 which focuses on providingconceptual metaphors so that learners can compare two domains to findassociative characteristics, and the method of metaphoric mapping (MM), 2which emphasizes mapping processes that learners can use to map betweendomains and between cultures. The present study targets native Chinese