The Effect of Social Networks on Iranian L2 Learners' Metaphorical Competence

1.IntroductionInternet technology is becoming increasingly widespread in the world. The use of e-learning and social networks turns out to be well-aligned with strategic educational goals such as improving student retention and achievement, supporting differentiation of learning needs, and reaching L2 learners who would not, otherwise, have the opportunity to participate in education (Kukulska-Hulme, Evans, & Traxler, 2005). According to Lakoff and Johnson (1980), "metaphor is for most people device of the poetic imagination and the rhetorical flourish-a matter of extraordinary rather than ordinary language. Moreover, metaphor is typically viewed as characteristic of language alone, a matter of words rather than thought or action" (p. 5). Metaphorical competence, or an awareness of the underlying metaphorical organization of idiomatic meaning, impacts L2 students' ability to memorize linguistic data and interpret literary texts. Idiomatic expressions usually put nonnative speakers in hot water both in writing and oral contexts. On the other hand, materials writers and L2 teachers find it difficult to develop effective materials and teach them effectively, so that usually they relegate idioms to have a subsidiary place in L2 syllabi. E-learning has a significant place among the new alternatives to traditional teaching methods, and metaphor is revealed to be of great importance in communication. So, this study investigated the effect of e-learning on metaphorical competence of L2 students and their performance simultaneously. Therefore, the present study was an attempt to particularly address the following questions:1. Is there any significant difference between the metaphorical competence of L2 learners who learn metaphors via social networks (here, WhatsApp) and those who learn metaphors via traditional methods? 2. Do social networks (here, WhatsApp) have any significant effect on L2 learners' metaphorical competence? 2. Review of Related Literature2.1. Technology and E-LearningThe use of technology for L2 instruction has expanded rapidly during the past two decades. Technology and pedagogical developments now allow us to better integrate mobile technology into the L2 learning process. Four different roles are identified for online instructors: pedagogical, social, managerial, and technical responsibilities (Redmond, 2011). Traxler (2005) claimed that elearning materials motivate L2 students for a better learning and provide them with a stress-free environment. Besides helping L2 learners to learn an L2, e-learning programs also provide some computer literacy, which is becoming essential in a technological era and could be of great help in future training and career prospects.2. 2. Mobile-Assisted Language Learning (MALL)Nah, White, and Sussex (2008) recently conducted a study with mobile phones in which they used mobile phones to access the Internet for learning purposes. This technology may lead to positive effects in learning environments because of its widespread use and functions such as mobility, reachability, localization, and personalization (Kennedy & Levy, 2005). It helps to raise selfesteem and self-confidence (Attewell, 2004). At the end of this quasi-experimental study, they concluded that the L2 students were more motivated to learn on WhatsApp, and eventually, revealed positive attitudes towards using mobile phones as a means of mobile online language learning.2. 3. Conceptual Metaphor TheoryWithin cognitive linguistics, the term metaphor refers to a conceptual phenomenon rather than a linguistic instance which is used metaphorically. Conceptual metaphors are not based on similarities, but on the ontological correspondences, or mappings, across conceptual domains. These mappings are grounded in, or motivated by, our bodily, physical, and cultural experiences as we live in the world (Gibbs, 1994; Johnson, 1987; Kovecses, 2010; Lakoff, 1993; Lakoff & Johnson, 1980). …