Metaphor Interpretations by Second Language Learners: Children and Adults

Abstract

Metaphor plays an essential role in communication (e.g., Danesi, 1986; Lakoff & Johnson, 1980; Ortony, 1975), yet second language (12) pedagogy largely ignores the issue of metaphorical competence, focusing instead on the acquisition of literal meaning (Danesi & D' Alfonso, 1989; Discenza, 1987-88). Likewise, the comprehension and use of metaphor in 12 has received little attention in the research literature. The work of Lakoff (1987, 1993; Lakoff & Johnson, 1980) has made clear that the use of metaphor is not restricted to novel or poetic expression, but in fact is common in everyday language. For Lakoff, the metaphoric process is the means by which we map meaning across conceptual domains. Lakoff emphasizes the existence of conventional conceptual metaphors, which are part of the conceptual system underlying language. An example is the LOVE IS A JOURNEY metaphor, which is conventional in English, and allows us to talk about love using the language of travel. Here JOURNEY is the source or vehicle domain, LOVE is the target or topic domain, and the metaphor involves a mapping from the source to the target. Examples of use of this metaphor include 'we've come a long way,' 'we can't keep going the way we're going,' 'our relationship has gone off track,' 'we've hit a dead end,' and so forth (Lakoff, 1993; Lakoff & Johnson, 1980). According to Lakoff, novel metaphors are understood via the same process as conventional metaphors - either by extension of the conventional system or by a mapping between mental images.