The Role of Input in the Use of Metaphor in L2 Writing

Marta Martín-Gilete
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Abstract

In comparison with the important number of studies devoted to metaphor comprehension by L2 speakers, scant attention has been paid to metaphor production, which would also require an account of where to find support for metaphor use. This paper explores the role that topic-based input may play in written learner discourse after exposure to metaphor-mediated instruction. MIPVU (Steen et al.), a well-known method to identify metaphor, was applied to one textbook unit as well as to essays on the same topic produced by L2 learners of English (N = 22) preparing for B2 level. The analysis revealed a remarkably high density of open-class metaphors ranging from 17.9% to 19.8% across both input and output texts. Furthermore, some similarities between input and output were found regarding not only metaphor density but also types (open- vs. closed-class metaphors) and distribution by word class. These findings suggest preliminary insights into how topic similarity may provide some support for metaphor use in metaphor-mediated instruction.
输入在二语写作中隐喻使用中的作用
与大量致力于二语使用者隐喻理解的研究相比,对隐喻产生的关注很少,这也需要说明隐喻使用的支持。本文探讨了主题输入在学习者接触隐喻介导教学后的书面语篇中可能发挥的作用。MIPVU (Steen et al.)是一种著名的识别隐喻的方法,该方法被应用于一个教科书单元以及为准备B2级别的英语第二语言学习者(N = 22)撰写的同一主题的论文。分析表明,在输入文本和输出文本中,开放类隐喻的密度都非常高,在17.9%到19.8%之间。此外,在隐喻密度、隐喻类型(开放类隐喻与封闭类隐喻)和词类分布方面,输入和输出也存在一些相似性。这些发现初步揭示了话题相似性如何为隐喻中介教学中的隐喻使用提供支持。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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