Tracking the development of logical metaphor usage in argumentative writing: A longitudinal study with EFL learners

This study investigated the longitudinal changes in Chinese EFL learners' deployment of logical metaphors in argumentative writing resulting from a one -semester academic writing instruction. Twenty-two undergraduate students participated and completed five argumentative writing tasks. Using systemic functional linguistics (SFL) as a framework, we analyzed data in terms of frequencies and wordings of four subtypes of logical metaphors, namely cause as verb , cause as preposition , cause as noun , and cause as adjective . Results revealed a significant increase in students' use of logical metaphors over the semester, especially cause as verb . When comparing texts of various grades, stark differences were detected in the quantity as well as the quality of logical metaphors that students deployed. Specifically, higher -scored texts demonstrated a greater and more appropriate use of logical metaphors, particularly in the subtype of cause as verb , compared to lower -scored texts. Our findings provide evidence for the effectiveness of academic writing instruction in facilitating EFL learners' deployment of logical metaphors for conveying logical reasoning in argumentative writing. The study highlights the value of logical metaphor analysis in tracking the longitudinal development of L2 academic literacy. It also has some pedagogical implications for successful L2 academic writing.