صراحی، محمد امین و محمد عموزاده(1392). «بررسی مقایسه‌ای استعاره‌های خشم در زبان فارسی و انگلیسی»؛ نشریه پژوهشهای زبان شناسی تطبیقی، سال سوم، شماره ششم، پاییز و زمستان، 39-60.
عرفانیان قونسولی، لیلا؛ شریفی، شهلا و مهدی مشکوة الدینی (1393). «اهداف استفاده از نمونه های مختلف زبان تمثیلی با رویکرد زبانشناسی شناختی»؛ فصلنامه تازه‌های علوم شناختی، سال شانزده، شماره یک، 29-38.
Abbuhl, R. (2012). Using self-referential pronouns in writing: the effect of explicit instruction on L2 writers at two levels of proficiency. Language Teaching Research, 16(4), 501–518. https://doi.org/10.1177/1362168812457739
Andringa, S., K. Glopper & H. Hacquebord. (2011). Effect of explicit and implicit instruction on free written response task performance. Language Learning 61(3) 868–903. https://doi.org/10.1111/j.1467-9922.2010.00623.x
Boers, F. & Lindstromberg, S. (2006). Cognitive linguistic applications in second or foreign language instruction: rationale, proposals, and evaluation. In G. Kristiansen, M. Achard, R. Dirven, & F.J. Ruiz de Mendoza Ibáñez (ed.), Cognitive linguistics: Current applications and future perspective (pp. 305–355). Berlin: Mouton de Gruyter. ISBN 3110189518, 9783110189513
Boers, F. & Demecheleer, M. (2001). Measuring the impact of cross-cultural differences on learners’ comprehension of imageable idioms. ELT Journal, 55(3) 255–62. DOI: 10.1093/elt/55.3.255
Boers, F. & Stengers, H. (2008). Adding sound to the picture: Motivating the lexical composition of metaphorical idioms in English, Dutch and Spanish. In M. S. Zanotto, L. Cameron, & M. C. Cavalcanti (eds). Confronting metaphor in use: An applied linguistic approach (pp.63–78). Amsterdam, Philadelphia: John Benjamins. https://doi.org/10.1075/pbns.173
Boers, F., J. Eyckmans & H. Stengers. (2007). Presenting figurative idioms with a touch of etymology: More than mere mnemonics? Language Teaching Research, 11(1), 43–62. https://doi.org/10.1177/1362168806072460
Boers, F., M. Demecheleer & J. Eyckmans. (2004). Etymological elaboration as a strategy for learning figurative idioms. In P. Bogaards & B. Laufer (ed.), Vocabulary in a Second Language: Selection, Acquisition and Testing , (pp. 53–78). Amsterdam/ Philadelphia: John Benjamins. https://doi.org/10.1075/lllt.10
Brown, H. D. (2000). Principles of Language Learning and Teaching (4th Edition). New York, White Plains: Longman.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. (2nd edition). New York: Longman, Inc.
Brown, H. D. (2007). Teaching by principles. New York: Addison Wesley Longman Inc.
Chen, Y. (2010). Teaching idioms in an EFL context: The past, the present, and a promising teaching method. In Proceedings of the 27th International Conference on English Teaching and Learning in R.O.C. (pp. 182–193). Kaohsiung: Crane Publishing.
Chen, Y. (2016). Teaching figurative language to EFL learners: An evaluation of metaphoric mapping instruction. The Language Learning Journal, 1–16. DOI: 10.1080/09571736.2016.1185798
Chen, Y. & Lai, H. L. (2012). EFL learners’ awareness of metonymy–metaphor continuum in figurative expressions. Language Awareness, 21(3), 235–248. https://doi.org/10.1080/09658416.2011.598527
Chen, Y., Lin, Ch., & Lin, Sh. (2014). EFL learners’ cognitive styles as a factor in the development of metaphoric competence. Journal of Language Teaching and Research, 5(3), 698–707. DOI:10.4304/jltr.5.3.698-707
Cherry, K. (2017). Left brain vs. right brain dominance: The surprising truth. Retrieved from www.verywell.com.
Coulson, L. T., & Strickland, A. (1986). The minds at the top. Journal of Creative Behavior, 17(3), 163–174.
Davis, M. (1994). Empathy: A social psychological approach. Colorado: West view Press.
DeKeyser, R. (1998). Beyond focus on form: cognitive perspectives on learning and practicing in L2 grammar. In C. Doughty & J. Williams (ed.), Focus on Form in Classroom Second Language Acquisition (pp. 42–63). Cambridge: Cambridge University Press.
Dong, Y. (2004). Don’t keep them in the dark Teaching metaphors to English language learners. English Journal, 93(4), 29–35. DOI: 10.2307/4128977
Dülger, O. (2012). Brain dominance and language learning strategy usage of Turkish EFL learners. Cognitive Philology, 5(1), 1–23. ISSN 2035-391X
Ellis, N. (2005). At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition, 27(2), 305–52. DOI: 10.1017/S027226310505014X
Ellis, N. (2006). Cognitive perspectives on SLA. AILA Review, 19, 100–121. https://doi.org/10.1075/aila.19.08ell
Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press.
Ellis, R. (2002). The Study of Second Language Acquisition (9th ed.). Oxford: Oxford University Press.
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
Feldman, R. S. (1996). Elements of psychology. New York: McGraw- Hill International Editions.
Fordyce, K. (2014). The differential effects of explicit and implicit instruction on EFL learners’ use of epistemic stance. Applied Linguistics, 35(1), 6–28. https://doi.org/10.1093/applin/ams076
Herrmann, N. (1982). The creative brain. Nassp Bulletin, 66(1), 31–45. https://doi.org/10.1177/019263658206645507
Kalyuga, M., & Kalyuga, S. (2008). Metaphor awareness in teaching vocabulary. Language Learning Journal, 36(2), 249–257. https://doi.org/10.1080/09571730802390767
Katz, A. N. (1983) Creativity and individual differences in a symmetric cerebral hemispheric functioning. Empirical Studies of the Art, 1(1), 3–15. https://doi.org/10.2190/8YM6-AM76-UMJX-DQLX
Khabiri, M. & Heidari, M. (2011). The relationship among EFL learners’ left/right brain dominance, autonomy, and reading comprehension of the academic and general reading modules of IELTS. Journal of Language and Translation, 2(1), 59–77.
Khaksar, Z., & Weisi, H. (2015). The effect of hemispheric dominance on Iranian EFL learner’s creativity in writing. International journal of English and Education, 4(2), 383–397. ISSN: 2278-4012
Kök, İ. (2010). The relationship between students’ reading comprehension achievement and their attitudes towards learning English and their abilities to use reading strategies with regard to hemispheric Dominance. Social and Behavioral Sciences 3(2), 144–151. https://doi.org/10.1016/j.sbspro.2010.07.026
Kök, İ. (2014). Listening comprehension achievement and brain dominance. Social and Behavioral Sciences 122(4), 329–334. https://doi.org/10.1016/j.sbspro.2014.01.1348
Kövecses, Z. & Szabó, P. (1996). Idioms: a view from cognitive semantics. Applied Linguistics, 17(3), 326–55. DOI: 10.1093/applin/17.3.326
Kövecses, Z. (2001). A cognitive linguistic view of learning idioms in an FLT context. In M. Pütz, S. Niemeier & R. Dirven (ed.), Applied cognitive linguistics II: Language pedagogy, (pp. 87–115). Berlin: Mouton de Gruyter.
Lakoff, G. & Johnson, M. (1980). Metaphors we live by. Chicago: Chicago University Press.
Lakoff, G. (1987). Women, fire, and dangerous things: What categories reveal about the mind. Chicago: University of Chicago Press.
Lakoff, G. (1993). The contemporary theory of metaphor. In A. Ortony (ed.), Metaphor and thought, (pp. 51–202). Cambridge: Cambridge University Press.
Lakoff, G. (2014). Mapping the brain’s metaphor circuitry: metaphorical thought in everyday reason.Frontiers in Human Neuroscience, 8, 1–14. DOI: 10.3389/fnhum.2014.00958
Lavach, J. (1991). Cerebral hemisphericity, college major and occupational choices. Journal of Creative Behavior, 25(3), 218–222. DOI: 10.1002/j.2162-6057.1991.tb01372.x
Low, G. (1988). On teaching metaphor. Applied Linguistics, 9(2) 125–147. https://doi.org/10.1093/applin/9.2.125
Morris, R. (2005). Left brain, right brain, whole brain? An examination in the theory of brain lateralization, learning styles and the implications for education. Geometry and Imagination. 17-30.
Munzert, A. W. (1980). The constitution of the Philippines (1stEd). Caloocan: Philipinne Graphic, Inc.
Niknam, T., & Saberi, L. (2017). The impact of EFL learners’ brain dominance on their vocabulary achievement. International Academic Journal of Social Sciences, 4(1), 46–62. ISSN: 2454-3918
Norris, J. & Ortega, L. (2000). Effectiveness of L2 instruction: a research synthesis and quantitative meta-analysis. Language Learning, 50(3), 417–528. https://doi.org/10.1111/0023-8333.00136
Oflaz, M. (2011). The effect of right and left brain dominance in language learning. Procedia - Social and Behavioral Sciences, 15(15), 1507–1513. https://doi.org/10.1016/j.sbspro.2011.03.320
Palmer, B. C., Bilgiliy, E. M., Gungor, A., Taylor, S. H., & Leclere, J. T. (2008). Reading comprehension, figurative language instruction, and the Turkish English language learner. Reading Horizons, 48(4), 261–282. ISSN-0034-0502
Pintrich, P. R., Rooser, R, W., & De Groot, E. A. M. (1994). Classroom and individual differences in early adolescents’ motivation and self-regulated learning. Journal of Early Adolescence, 14(2), 139–161. DOIs: 10.1177/027243169401400204
Saleh, A. (2001). Brain hemisphericity and academic majors: A Correlation Study. College Student Journal, 7(9), 193–200.
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–58. https://doi.org/10.1093/applin/11.2.129
Schmidt, R. (2001). Attention. In P. Robinson (ed.), Cognition and Second Language Instruction (pp. 3–32). Cambridge: Cambridge University Press.
Sonbul, S. & Schmit, N. (2010). Direct teaching of vocabulary after reading: is it worth the effort? ELT Journal, 64(3), 253–260. https://doi.org/10.1093/elt/ccp059
Sonbul, S. & Schmit, N. (2013). Explicit and implicit lexical knowledge: Acquisition of collocations under different input conditions. Language Learning, 63(1), 121–59. https://doi.org/10.1111/j.1467-9922.2012.00730.x
Soyoof, A., Jokar, M., Razavizadegan, M., & Morovat, E. (2014). The effects of learners’ brain hemisphericity on their degree of vocabulary retention: A case study of Iranian high school students. Social and Behavioral Sciences 98(19), 1844–1849. https://doi.org/10.1016/j.sbspro.2014.03.614
Spada, N. (1997). Form-focused instruction and second language acquisition: A review of classroom and laboratory research. Language Teaching, 30(2), 73–87. https://doi.org/10.1017/S0261444800012799
Stevick, E. (1982). Teaching and learning languages. New York: Cambridge University Press.
Ventrone, A. L. (2017). Using figurative language in American English: Challenges and successes of adult English learners. Masters Theses. 852: Grand Valley State University.
Wei, H. S., Sulaiman, T., Baki, R., & Roslan, S. (2017). The relationship between brain dominance and Japanese language academic achievement. International Research Journal of Education and Sciences (IRJES), 1(2), 48–51.
Wigzell, R., & Al-Ansari, S. (1993). The pedagogical needs of low achievers. The Canadian Modern Language Review, 49(2), 302–315. https://doi.org/10.3138/cmlr.49.2.302
Xu, Y., Malt, B. C., & Srinivasan, M. (2017). Evolution of word meanings through metaphorical mapping: Systematicity over the past millennium. Cognitive Psychology, 96, 41–53. DOI:10.1016/j.cogpsych.2017.05.005
)