TY - JOUR ID - 106020 TI - A Cross-Cultural Study of Conceptual Metaphors in The Kite Runner and To Kill a Mockingbird JO - Journal of Foreign Language Teaching and Translation Studies JA - EFL LA - en SN - AU - Amiri, Maryam AU - Hashemian, Mahmood AU - Mirzaei, Azizullah AD - M.A. in TEFL, Department of English Language, Faculty of Letters & Humanities, Shahrekord University, Iran AD - Associate Professor in Applied Linguistics, Department of English Language, Faculty of Letters & Humanities, Shahrekord University, Iran Y1 - 2020 PY - 2020 VL - 5 IS - 1 SP - 1 EP - 20 KW - Contemporary View of Metaphor KW - Classical View of Metaphor KW - The Kite Runner KW - To Kill a Mocking Bird DO - 10.22034/efl.2020.217197.1017 N2 - The goal of this study was to compare the use of conceptual metaphors in English novels written by native and nonnative writers of English. Therefore, two novels were selected: To Kill a Mocking Bird by Harper Lee, a native English writer, and The Kite Runner by Khaled Hosseini, a nonnative English writer. To find the instances of conceptual metaphors in each book, approximately 10% of the pages of each novel was randomly selected and examined line by line based on the framework introduced by Lakoff and Johnson (1980). In the next step, to find the number and type of metaphors used in each book, the identified metaphors were categorized under their underlying concepts and counted. Then, the frequencies of different types of metaphors in each book were tallied and tabulated, and with the use of a chi-square test, the possible differences among the 2 writers’ use of different types of metaphors were found. Results indicated that, in both novels, there were significant differences among the 5 types of metaphors that were identified, namely structural metaphors, ontological metaphors, orientational metaphors, metonymy, and personification. Findings revealed that, in both books, ontological metaphors were the most frequently used type and personification was the least frequently used one. Also, no statistically significant difference was seen between the two writers’ use of the different types of metaphors. Findings are claimed to bear some implications for L2 pedagogy, benefiting teachers, syllabus designers, writers, and L2 learners. UR - https://efl.shbu.ac.ir/article_106020.html L1 - https://efl.shbu.ac.ir/article_106020_ab9c470db5ed2a111cd2ab2690228fd5.pdf ER -