Abstract:

In Conceptual Metaphor Theory, when one topic or entity is depicted in terms of a different one we are said to be dealing with a conceptual metaphor (Lakoff & Johnson, 1980). Conceptual Metaphors (CMs) are themselves associations between two different domains of experience. Such associations are created via our direct sensory-motor experience as well as our socio-cultural and linguistic knowledge.

CMs work primarily at a cognitive level, but they can be materialized in Language through metaphorical expressions. It is via CMs like SADNESS IS DOWN that we are able to use and understand metaphoric expressions in different languages like I’m feeling a bit down in English or Estoy un poco bajo de moral in Spanish.

CMs can become helpful tools when dealing with vocabulary in the EFL classroom in a number of ways. For example, dealing with metaphoric expressions as connected to the CMs they are grounded in may foster vocabulary retention in the long run (Boers, 2000); moreover, raising learners’ awareness about the use of metaphor may have a positive impact in terms of increased engagement and faster learning pace (Boers, 2000, 2013; Littlemore, 2009).

Achieving communicative competence in a foreign language may also involve developing metaphoric competence (Littlemore & Low, 2006), which can be seen as knowledge of and ability to use metaphors (Littlemore & Low, 2006). Developing this particular competence is essential for language learners as they need to “make metaphoric connections between ideas on a regular basis” (Littlemore & Low, 2006: 271). Various approaches can be followed to integrate the nature of CMs in the foreign language classroom. In this study, we propose following a deductive-inductive approach (Dekeyser, 2003). While a deductive approach involves explicit explanation on the targeted topic, an inductive entails guiding learners to discover the rules. Bearing in mind those aspects, the purpose of this paper is to present an instructional approach for the teaching of CMs belonging to the domain of emotions in an ESP course following deductive and inductive approaches. Our instructional approach ranges from language awareness, following the parameters of deductive and inductive approaches, to language production, meeting four basic pedagogical conditions: input, output, feedback provision and assessment.

Acknowledgement:
Research funded by the project “Evaluative language and lexical choice within the CEFR revised framework”

References:
[1] Boers, F. (2000). Metaphor awareness and vocabulary retention. Applied Linguistics, 21/4: 553-571.
[2] Boers, F. (2013). Cognitive Linguistic approaches to teaching vocabulary: Assessment and integration. Language Teaching, 46(2), 208-224.
[3] Dekeyser, R. (2003). Implicit and explicit learning. In The Handbook of Second Language Acquisition, edited by C. Doughty and M. Long. Oxford: Blackwell. 313-348.
[4] Lakoff, G. and Johnson, M. (1980). Metaphors We Live By. Chicago: University of Chicago Press.
[5] Littlemore, J. (2009). Applying Cognitive Linguistics to Second Language Learning and Teaching. Basingstoke: Palgrave Macmillan.
[6] Littlemore, J. and Low, G. (2006). Metaphoric competence, second language learning, and communicative language ability. Applied Linguistics, 27/2: 268-294.

Keywords:

EFL, ESP, Conceptual Metaphor, Vocabulary, Deductive/inductive.