Acquisition/learning of metaphorical competence in a context of acquisition and learning of Portuguese as a non-native language: importance of the conceptual restructuring in the expression of emotions and values

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Abstract

In the present paper we discuss the notion of metaphorical competence (Aleshtar & Dowlatabadi 2014: 1895; cf. Batoréo 2015) in a context of acquisition and learning of Portuguese as a non-native language. This competence goes beyond other competences, such as communicative or linguistic, which implies that a speaker should not only be linguistically and communicative appropriate but also conceptually appropriate and metaphorically aware in order to communicate figuratively (cf. Gibbs 1994) and acquire figurative language. Figurative language is thus understood to be (at least, partially) motivated, and object of (partially) insightful learning (cf. Boers 2001, Boers et al. 2004, 2007). Based on previous studies developed in Cognitive Linguistics we defend that research in the area should not be centred exclusively on Language, but on the interaction between Cognition – Language – Culture. This interaction is both culturally grounded and embodied, which means the way we conceptualise the world is prototypicaly based on body and bodily experience mediated by culture, giving origin to physiological and/or cultural embodiment. This means different cultures map different organs – such as heart or gallbladder – into different emotions and values (cf. Yu 2003, 2007, 2009; Batoréo 2017a, b, forthcoming). Understanding this process restructures the speaker cognitively (Yu 2007) and makes him/her more motivated in order to communicate figuratively. We illustrate these phenomena with examples from European Portuguese, English, Polish and Chinese.
Translated title of the contributionAcquisition/learning of metaphorical competence in a context of acquisition and learning of Portuguese as a non-native language: importance of the conceptual restructuring in the expression of emotions and values
Original languagePortuguese
Title of host publicationO Português na Casa do Mundo, Hoje
EditorsHenrique Barroso
Place of PublicationV. N. Famalicão
PublisherEdições Húmus
Chapter3
Pages53-80
Number of pages27
ISBN (Electronic)978-989-755-348-6
Publication statusPublished - Apr 2018

Fingerprint

restructuring
emotion
language
learning
Values
linguistics
interaction
cognition
experience

Keywords

  • Metaphorical competence
  • Figurative language in expression of emotions
  • Cognitive Linguistics
  • Conceptual restructuring
  • Acquisition and learning of Portuguese as a non-native language

Cite this

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title = "Aquisi{\cc}{\~a}o/aprendizagem da compet{\^e}ncia metaf{\'o}rica no contexto do Portugu{\^e}s L{\'i}ngua N{\~a}o Materna: import{\^a}ncia da reestrutura{\cc}{\~a}o conceptual na express{\~a}o de emo{\cc}{\~o}es e valores",
abstract = "In the present paper we discuss the notion of metaphorical competence (Aleshtar & Dowlatabadi 2014: 1895; cf. Bator{\'e}o 2015) in a context of acquisition and learning of Portuguese as a non-native language. This competence goes beyond other competences, such as communicative or linguistic, which implies that a speaker should not only be linguistically and communicative appropriate but also conceptually appropriate and metaphorically aware in order to communicate figuratively (cf. Gibbs 1994) and acquire figurative language. Figurative language is thus understood to be (at least, partially) motivated, and object of (partially) insightful learning (cf. Boers 2001, Boers et al. 2004, 2007). Based on previous studies developed in Cognitive Linguistics we defend that research in the area should not be centred exclusively on Language, but on the interaction between Cognition – Language – Culture. This interaction is both culturally grounded and embodied, which means the way we conceptualise the world is prototypicaly based on body and bodily experience mediated by culture, giving origin to physiological and/or cultural embodiment. This means different cultures map different organs – such as heart or gallbladder – into different emotions and values (cf. Yu 2003, 2007, 2009; Bator{\'e}o 2017a, b, forthcoming). Understanding this process restructures the speaker cognitively (Yu 2007) and makes him/her more motivated in order to communicate figuratively. We illustrate these phenomena with examples from European Portuguese, English, Polish and Chinese.",
keywords = "Metaphorical competence, Figurative language in expression of emotions, Cognitive Linguistics, Conceptual restructuring, Acquisition and learning of Portuguese as a non-native language",
author = "Bator{\'e}o, {Hanna Krystyna Jakubowicz}",
note = "info:eu-repo/grantAgreement/FCT/5876/147316/PT# UID/LIN/03213/2013",
year = "2018",
month = "4",
language = "Portuguese",
pages = "53--80",
editor = "Henrique Barroso",
booktitle = "O Portugu{\^e}s na Casa do Mundo, Hoje",
publisher = "Edi{\cc}{\~o}es H{\'u}mus",

}

Aquisição/aprendizagem da competência metafórica no contexto do Português Língua Não Materna : importância da reestruturação conceptual na expressão de emoções e valores. / Batoréo, Hanna Krystyna Jakubowicz.

O Português na Casa do Mundo, Hoje. ed. / Henrique Barroso. V. N. Famalicão : Edições Húmus, 2018. p. 53-80.

Research output: Chapter in Book/Report/Conference proceedingChapter

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AB - In the present paper we discuss the notion of metaphorical competence (Aleshtar & Dowlatabadi 2014: 1895; cf. Batoréo 2015) in a context of acquisition and learning of Portuguese as a non-native language. This competence goes beyond other competences, such as communicative or linguistic, which implies that a speaker should not only be linguistically and communicative appropriate but also conceptually appropriate and metaphorically aware in order to communicate figuratively (cf. Gibbs 1994) and acquire figurative language. Figurative language is thus understood to be (at least, partially) motivated, and object of (partially) insightful learning (cf. Boers 2001, Boers et al. 2004, 2007). Based on previous studies developed in Cognitive Linguistics we defend that research in the area should not be centred exclusively on Language, but on the interaction between Cognition – Language – Culture. This interaction is both culturally grounded and embodied, which means the way we conceptualise the world is prototypicaly based on body and bodily experience mediated by culture, giving origin to physiological and/or cultural embodiment. This means different cultures map different organs – such as heart or gallbladder – into different emotions and values (cf. Yu 2003, 2007, 2009; Batoréo 2017a, b, forthcoming). Understanding this process restructures the speaker cognitively (Yu 2007) and makes him/her more motivated in order to communicate figuratively. We illustrate these phenomena with examples from European Portuguese, English, Polish and Chinese.

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