Abstract
The ability to comprehend and use metaphors in L2 which is referred to as metaphorical competence is an important issue in second language acquisition. Metaphors are so pervasive in our life that we might not realize their presence and simply neglect them even in our first language. Different models of communicative competence have been suggested in the literature; however, the model of Bachman and Palmer (1996) is the one considered in the present study. It includes two major nodes of organizational and pragmatic competences. Under the organizational competence are grammatical and textual competences, and pragmatic competence includes illocutionary and sociolinguistic competences. In this paper it is argued that among the many competences required to be considered proficient in a language, metaphorical competence is also central. As such, after illuminating the concept of metaphor and metaphorical competence, some models of communicative competence (CC) are presented. Moreover, in line with Littlemore and Low (2006), it is emphasized that metaphorical competence which is present in most of the components of CC should receive more attention in L2 classrooms. In fact, it is concluded that having an acceptable metaphorical competence contributes to the learners’ overall communicative competence. Keywords : Metaphor, Metaphorical competence, Communicative competence, L2
Highlights
The concept of metaphor and metaphorical competence in L2 learning might appear unimportant or even unessential at the first sight and many EFL instructors or practitioners have paid lip service to it
Metaphorical competence is part of the more general notion of conceptual fluency which is defined by Danesi (2008) as “the ability to express oneself in the L2 while utilizing the conceptual system of the L2, rather than relying primarily on the conceptual system of L1” (p. 243)
If we consider metaphorical competence as an important element within communicative competence, and pay due attention to fostering this competence in L2 learners by incorporating in L2 syllabuses, we can expect to have learners who are able to create novel metaphors approximating or identical to those created by native speakers of the L2
Summary
The concept of metaphor and metaphorical competence in L2 learning might appear unimportant or even unessential at the first sight and many EFL instructors or practitioners have paid lip service to it. In recent years and in a number of studies, Danesi (1992, 1994, 1995) investigated the application of Lakeoff and Johnson’s theory in the field of second language teaching and learning He argued that for having a good command of language and learning it in its full potential, we must be able to access the conceptual system of that language and encode our expressions on the basis of that system. According to Conceptual Fluency Theory (Danesi, 1998), which is the theoretical basis of the present study, underlying any linguistic system is a conceptual system which acts as a foundation for both language and our cognitive functioning; we perceive, think, and speak with the help of our conceptual system Acquiring another language is, relied on using L2 conceptual system and the learners must be able to express their thoughts while using the target language conceptual system as native speakers do. Even a quick glance of texts, whether spoken or written, reveals that we use plenty of metaphors in our daily life and communication; we are mostly unaware of using them
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