TY - JOUR ID - 14007 TI - USING MULTIMODAL CONCEPTUAL METAPHORS IN EFL CLASSROOM TO ENHANCE LISTENING AND SPEAKING SKILLS JO - Journal of English Language Teaching and Learning JA - ELT LA - en SN - 2251-7995 AU - Golfam, Arsalan AU - Nahavandi, Matin AD - Linguistics Department, Tarbiat Modares Universitym Tehran, Iran. Y1 - 2021 PY - 2021 VL - 13 IS - 28 SP - 113 EP - 126 KW - Cognitive Linguistics KW - Conceptual Metaphor KW - Multimodal Metaphor KW - Foreign language learning DO - 10.22034/elt.2021.47939.2439 N2 - In this paper, we argue the effects of explicit multimodal metaphor training in developing speaking and listening skills in an EFL context. To examine the effects of using conceptual metaphors in English language classrooms and assess the metaphorical ability of EFL students, we directed two measuring instruments: pre-test and post-test for control and experimental groups in both listening and speaking skills. The pre-test and post-test scores of the experimental group who were exposed to explicit multimodal metaphor training were compared with the control group's scores through this bipartite study. The outcomes of this paper can shed light on teaching and learning the multimodal language in an EFL context. The findings showed that learners who were exposed to multimodal metaphors and received explicit instruction from their teacher resulted in better scores. In other words, this paper found that explicit multimodal metaphor instructions can lead to some improvements in metaphor comprehension and production in an EFL context. UR - https://elt.tabrizu.ac.ir/article_14007.html L1 - https://elt.tabrizu.ac.ir/article_14007_6a21687826de0fafdd28e127b2fe5e45.pdf ER -