The role of cross-linguistic influence in the development of metaphoric competence: state of the art and teaching proposal

Abstract

Recent investigations have demonstrated that, among other factors, the learner’s first language (L1) plays a role in the development of metaphoric competence in a second language (L2). In view of this evidence, in the present study, we attempt to update the treatment of metaphorical language in the second language classroom, by incorporating a greater attention to the contrast between the mother tongue and the target language. Therefore, first, a state of the field will be established, in which we examine the impact of cross-linguistic influence on the development of metaphoric competence in a L2, with special attention to the role of the L1 in the didactic methodologies that are employed to teach metaphors. Second, by way of illustration, we focus on the case of the conceptual metaphor emotions are tastes. Based on a previous work in which this conceptual metaphor is analyzed in Spanish and in English, we present an original didactic proposal for English-speaking students of Spanish, in which the metaphoric language of tastes is addressed.