Building bridges between conceptual metaphor theory, L2 speakers’ perception, and pedagogical practice

Martín‐Gascón, Beatriz

doi:10.1080/03740463.2023.2187989

Cited by 3 publications

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“…Los materiales de instrucción se diseñaron, por un lado, siguiendo el modelo de tratamiento de contenido lingüístico en la mayoría de los libros de texto de español/L2 del mercado, es decir, basándose en el enfoque comunicativo, en el caso de la unidad didáctica tradicional (Anexo 1). 1 En cuanto al material cognitivo (Anexo 2), se creó una propuesta pedagógica inspirada en investigaciones previas sobre la aplicación de la metáfora en el aula de L2 y en resultados de estudios sobre la motivación de la construcción "ponerse + adjetivo" (Martín-Gascón, 2022, 2023.…”

Section: Materiales De Instrucciónunclassified

La competencia metafórica y la didáctica del español/L2

Martín-Gascón

2023

10.14746/strop

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This study aims to examine the role of metaphor in the process of teaching and learning a second language (L2), more specifically, L2 Spanish. As part of one of the most popular research lines in the field of Ap- plied Linguistics, i.e., L2 teaching and learning, this research is based on a Cognitive Linguistics approach to language. It presents metaphors not as mere stylistic and rhetorical mechanisms, but as critical components of everyday language and fundamental mechanisms of conceptualization of the world (Lakoff & Johnson, 1980). After providing a summary of the literature exploring the relationship between metaphor and L2 pedagogy and learning, focusing on conceptual metaphor theory and metaphorical competence, we will present the results of a case study with intermediate learners. The empirical investigation exam- ines whether their metaphoric competence is enhanced after the intervention and whether there is a relationship between learners’ general metaphorical competence and linguistic competence –comprehension and production– of a complex metaphorical linguistic construction that expresses emotions.

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Section: Materiales De Instrucciónunclassified

La competencia metafórica y la didáctica del español/L2

Martín-Gascón

2023

10.14746/strop

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Investigating metaphor comprehension strategies of young Second Language students of Greek

Christodoulakis,

Thomou

2024

RCL

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This study investigates the metaphor comprehension strategies used by elementary school students with Greek as an L2 when they encounter a Greek metaphorical expression. Using open metaphor comprehension tasks, as well as stimulated recall interviews, the present study aims to describe students’ cognitive processes in relation to the bodily, conceptual and sociο-experiential motivation that triggers their emergence (Kimmel, 2006; Zlatev, 2006). The results demonstrate that a variety of strategies are used by the participants with metaphorical extension of the literal meanings dominating on the others. In the same conditions, mental imagery, as well as universality of metaphors interact in a variety of respects and define not only the strategy that is used, but also the extent to which the linguistic metaphors are comprehended in a non-directive context.

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Developing L2 learners’ metaphoric competence: a case study of figurative motion constructions

Martín‐Gascón

2023

International Review of Applied Linguistics in Language Teaching

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This study compares two instruction methods (cognitive and traditional) for teaching complex metaphorical motion constructions in Spanish and developing A2+ learners’ metaphoric competence in the L2. The cognitive instruction combined insights from the Conceptual Metaphor Theory with multimodal content and cognitive parameters, whereas the traditional package followed a communicative and formalist approach to language based on most current L2 textbooks. A group of 33 university students from a North American-based College participated in the experiment. Assessment tests were designed inspired by cognitive linguistics tenets and measured learners’ general metaphor comprehension (Task 1) and original production (Task 2), as well as performance in the comprehension (Task 3) and production (Task 4) of change-of-state constructions, thus breaking with the pervading assessment typology for empirical studies in applied cognitive linguistics. The cognitive methodology proved to be significantly more beneficial for all four tasks. Although students who received a traditional instruction improved over time, those from the cognitive group showed statistically higher performance in metaphoric competence and in the comprehension and production of the target constructions. These findings clearly suggest that a cognitive-based instruction, when followed by a consistent assessment, is an effective approach to teaching and learning difficult constructions in the L2.

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Building bridges between conceptual metaphor theory, L2 speakers’ perception, and pedagogical practice

Cited by 3 publications

References 38 publications

La competencia metafórica y la didáctica del español/L2

La competencia metafórica y la didáctica del español/L2

Investigating metaphor comprehension strategies of young Second Language students of Greek

Developing L2 learners’ metaphoric competence: a case study of figurative motion constructions

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