ACKNOWLEDGEMENTS I would like to express my sincere gratitude to my supervisor, Mr. Bradley Thomas Baurain, for designing and teaching us the course “Literature in Language Teaching”, which shaped my interest in the field and inspired me to do this research, and for his helpful guidance, enthusiastic support and constructive comments throughout the stages of my research. I would like to give a special thanks to Brad’s friend in America, who provided me with essential materials which would otherwise be unobtainable. I would also like to extend my heartfelt thanks to all the teachers in the Post Graduate Department, whose courses provided me with the background knowledge and the research methods which are essential to the completion of this study. I am indebted also to my family and friends for having constantly encouraged and supported me throughout the course of my research. TABLE OF CONTENTS Certificate of originality . ii Acknowledgements . iii List of tables and figures . iv List of abbreviations . v Abstract . vi Table of contents .vii INTRODUCTION 1 I. Rationale 1 I.1. Figures of speech and linguistics 1 I.2. Figurative competence and communicative competence 1 I.3. Figurative competence and literary competence 2 I.4. Substitutive figures of speech 3 II. Scope of the study 3 II. Aims of the study 4 III. Methods of the study 5 IV. Design of the study 5 CHAPTER I 6 SUBSTITUTIVE FIGURES OF SPEECH 6 I. An overview of figures of speech 6 I.1. What are figures of speech? 6 I.2. Why are figures of speech employed? 7 I.3. Classification of figures of speech 8 II. Substitutive figures of speech 9 CHAPTER II 10 SOME SIGNIFICANT SUBSTITUTIVE FIGURES OF SPEECH IN POETRY 10 I. Synecdoche 10 I.1. Linguistic functions of synecdoche 10 I.2. Synecdoche in poetry 12 II. Metonymy 19 II.1. Linguistic functions of metonymy 19 II.2. Metonymy in poetry 22 III. Conclusions 27 CHAPTER III 30 PEDAGOGICAL IMPLICATIONS 30 I. Possible teaching contexts of synecdoche and metonymy 30 II. Pedagogical values of teaching synecdoche and metonymy 31 III. Possible activities for teaching synecdoche and metonymy 33 III.1. Making Connection 33 III.1.1. Making Connection Activities for Synecdoche lessons 33 III.1.2. Making Connection Activities for Metonymy lesson 36 III.2. Teaching metonymy and synecdoche in everyday language 37 III.2.1. Talking about metonymic and synecdochic vocabulary and phrases. 37 III.2.2. Identifying, collecting and analyzing examples from everyday language 39 III.2.3. Comparing idiomatic expressions in English and in Vietnamese 39 III.3. Teaching synecdoche and metonymy using poetry 40 III.3.1. Recording initial responses 42 III.3.2. Identifying the “deviant” 43 III.3.3. Paraphrasing texts using non-literary language 45 III.3.4. Rating a trope on a cline 47 CONCLUSION 49 I. Summary 49 II. Suggestions for further research 49 REFERENCES 51 APPENDIX: POEMS CITED IN THE PAPER 55