TY - JOUR ID - 90165 TI - The Acquisition and Development of the Concepts of English Modality Through Metaphors (Research Paper) JO - Iranian Journal of English for Academic Purposes JA - IJEAP LA - en SN - 2476-3187 AU - Roozafzai, ZahraSadat AU - Afghari, Akbar AD - ACECR Institute of Higher Education (Isfahan Branch) IUT University, Khomeyni Shahr, Isfahan, Iran AD - Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran IAU Khorasgan university, Isfahan, Iran Y1 - 2016 PY - 2016 VL - 5 IS - 2 SP - 161 EP - 183 KW - Systemic-Theoretical Instruction (STI) KW - English Modality Learning KW - Vygotskian Concept Formation KW - Conceptual Metaphors, Cognitive Awareness DO - N2 - The current study attempted to investigate the effect of Systemic-Theoretical Instruction (STI) on English-language learners’ acquisition of the concepts of modal verbs through exploiting metaphors. To this end, the effect of the main treatment of the study, i.e. Concept-Based Instruction (CBI) was investigated through conceptual metaphors, in two gender (male vs. female) and language proficiency (Elementary vs. Intermediate) groups. To inspect the acquisition of modality concepts, the participants were given a pretest and a posttest. The results were statistically analyzed through independent sample t-test and Pearson Correlation Coefficient. The results of the inspection in learning modality revealed that participants in the Experimental, Intermediate and Female groups outperformed their counterparts in the Control group in the modal test. Further, the investigation of cognitive awareness on the concepts of modality and its development revealed that the learners’ definitions on the concepts of English modal verbs were theoretically functional before STI, while they were semantically based after STI. UR - https://journalscmu.sinaweb.net/article_90165.html L1 - https://journalscmu.sinaweb.net/article_90165_f911e5df9b41dae5adf2c52e3494898d.pdf ER -