Unpacking and evaluating properties in conceptual metaphor domain mapping: Cognitive stylistics as a language learning tool

Abstract

Metaphor is a productive domain for L2 and EFL research. Several illuminating pedagogical studies have been conducted into both traditional metaphor and conceptual metaphor (see, for example, Boers, 2000; Chen and Lai, 2011; Deignan et al., 1997; Gao and Meng, 2010; Hall, 2012; Lazar, 1996; Littlemore, 2004; Littlemore and Low, 2006). The same might be said of stylistics, as it too is a fruitful area for L2 and EFL research (see, for example, Burke, 2004; Burke et al., 2012; Carter and McRae, 1996; Clark and Zyngier, 2003; Gower, 1986; Hall, 2005; 2014; Short, 1989; Teranishi et al., 2012; Watson and Zyngier, 2007). What this chapter seeks to do is to bring together these two disciplines (conceptual metaphor and stylistics) within a framework of second language (L2) learning. The goal is to create a productive and transferrable ‘pedagogical cognitive stylistics’. L2 and EFL metaphor experiments have concentrated on increasing a learner’s vocabulary and enhancing his/her language acquisition. The conceptual metaphorical stylistic analysis set out in this chapter, however, seeks not only to do this, but also to stimulate a deeper level of thinking and comprehension in L2 learners.