By Susan Nacey
This quantity offers effects from a corpus-based research into the metaphorical creation of overseas language newcomers, evaluating texts written by way of Norwegian (L2) inexperienced persons of English with these written by means of British (L1) scholars. 3 sorts of questions are addressed. the 1st has empirically measured solutions: for instance, do L2 English writers produce extra metaphors than L1 beginner writers? How common are novel metaphors in an L2, compared with an L1? the second one kind has extra subjective solutions: How creatively do L2 English newbies hire metaphor? Are they even anticipated so one can produce metaphor in any respect? The 3rd variety combines theoretical and methodological views: How is metaphorical creativity pointed out? what's the strength function of metaphoric competence? most significantly, how are metaphors pointed out? To this finish, the newly-developed ‘Metaphor identity process’ is verified and critiqued. This booklet is meant for metaphor researchers, corpus linguists, utilized linguists and language educators.
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Extra resources for Metaphors in Learner English
The methodology utilized for identifying metaphor is described in depth and critiqued in Part II, while the actual findings with respect to metaphors in L2 learner English are explored in Part III. Most importantly, this study represents a significant contribution to the relatively little research that has been carried out concerning the production of metaphors by L2 learners of English. Its ambition is to add to the growing body of knowledge showing the importance of metaphor for foreign language learners.
G. g. g. saying may god be with you instead of good-bye or bye, or the like in ending a routine telephone conversation. (Canale & Swain 1980: 16, italics in the original) Thus in Hymes’s view, communicative competence consists of grammatical competence (possibility), sociocultural competence (appropriateness), along with knowledge of the degree of acceptability of utterances (feasibility) and their probability of occurrence (what is actually done). Even though Hymes had L1 language learners in mind when he wrote about communicative competence, the concept also struck a chord in the field of second/ foreign language teaching.
21 22 Metaphors in Learner English that to understand the implications about Juliet in a statement such as ‘Juliet is the sun’, for instance, one has to know something about the sun, either about its actual or perceived traits. e. e. the vehicle). Metaphors that are ‘alive’ are discussed in the literature under many monikers: ‘innovative’, ‘active’, ‘fresh’, ‘live’, ‘novel’, ‘literary’, ‘newly-invented’, ‘poetic’, and/or ‘creative’ metaphors. At the opposite extreme are ‘dead’ metaphors. According to one view, dead metaphors are those metaphors whose senses have become conventionalized and thus – so the argument goes – are no longer perceived of as metaphorical.