Purpose This paper aims to propose a classroom teaching orchestration technique, analogically drawing a reference from the movie, Prestige (2006). The generation of post-millennials has shorter attention span and motivation and prefers a... more
Purpose This paper aims to propose a classroom teaching orchestration technique, analogically drawing a reference from the movie, Prestige (2006). The generation of post-millennials has shorter attention span and motivation and prefers a learner-centric teaching style. This paper attempts to mitigate such challenges by bringing an analogy with a magic trick along with proposing a “divergent-convergent diamond structure” to anchor and synthesise teaching deliverables for the learners. Design/methodology/approach This is a practitioner’s study where practical experiences of the authors have led to the conceptualisation of the central theme discussed. Findings From a practitioner’s opinion and interpretation, the proposed “divergent-convergent diamond structure” has the potential to make postgraduate classes more engaging. The proposed structure may suggestively promote self-efficacy, trigger curious minds, bring relevance, indulge participatory learning and consolidate the concepts.
Degree of aptness of the nominal metaphor X is a Y or the extent to which the metaphorical statement expresses its specific non-literal meaning and the nature of relationship between aptness and semantic features of topic (X) and vehicle... more
Degree of aptness of the nominal metaphor X is a Y or the extent to which the metaphorical statement expresses its specific non-literal meaning and the nature of relationship between aptness and semantic features of topic (X) and vehicle (Y) is the subject that is addressed in this study. Conducting an experiment in which 35 undergraduate students judged degree of relevancy of 10 semantic features of topic and vehicle of nominal metaphors, the researchers of this study sought to find how aptness of a metaphor is related to various meaning aspects of topic and vehicle. The instrument was a test including 20 nominal metaphors, each one followed by 10 semantic features of topic and vehicle. The participants were required to judge the degree of relevancy of each feature on the basis of a Likert scale ranging from 0 (irrelevant) to 3 (completely relevant). The obtained results suggested that several aspects of meaning might simultaneously be in operation throughout metaphor comprehension...
