Investigating the Impact of Deconstruction and Reconstruction Tasks on the Competency in Using Figurative Language

This research aimed to assess the impact of utilizing Deconstruction and Reconstruction Tasks as a method to enhance learners' proficiency in figurative language. Additionally, the study aimed to investigate learners' perceptions of the effectiveness of these tasks in acquiring figurative language skills through interview sessions.The study involved ۶۰ intermediate-level English as a Foreign Language (EFL) learners who were randomly split into two groups: an experimental group (comprising ۳۰ learners) and a control group (also consisting of ۳۰ learners). To commence the study, both groups were given a figurative language test developed by the researchers as a pretest. Subsequently, the experimental group received instruction in figurative language through Deconstruction and Reconstruction Tasks, while the control group followed the conventional teaching approach based on the institute's syllabus, devoid of any additional treatment.Following the instructional period, both groups were assessed using the same figurative language test that had been administered as a pretest. Furthermore, within the experimental group, ۱۰ learners were selected for interviews to glean insights into their perceptions regarding the effectiveness of Deconstruction and Reconstruction Tasks for acquiring figurative language skills.Statistical analyses revealed that the experimental group, exposed to instruction through Deconstruction and Reconstruction Tasks, exhibited significantly better performance in terms of figurative language acquisition compared to the control group. Moreover, the interview findings indicated that, on the whole, the participants displayed favorable attitudes towards the effectiveness of Deconstruction and Reconstruction Tasks for acquiring figurative language skills.In light of these findings, this study recommends that educators consider integrating Deconstruction and Reconstruction Tasks as a pedagogical approach for teaching figurative language, as it has been shown to be effective and well-received by learners.

Keywords:

Figurative language , Deconstruction and Reconstruction Tasks , Tased-Based Language Teaching