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May 28, 2015 · It seems to be necessary to identify the types of grammatical metaphor and characterize them explicitly in relation to the semantics as a whole. We therefore introduce a general distinction between metaphoric (elements of features) and others.
- Devo Y Devrim
- ddevrim@une.edu.au
- 2015
Jul 28, 2015 · Grammatical metaphor and its role in advanced language learning. Grammatical metaphor is a linguistic resource that allows for the condensation of information by expressing actions, events, attributes, circumstances, and sentential relationships in an abstract, incongruent way.
- Omar Velázquez-Mendoza
- ov7p@virginia.edu
- 2015
Jun 1, 2016 · Grammatical metaphor is often regarded as a key linguistic resource for achieving valued academic texts, with researchers identifying its presence in successful language as foundational for constructing text features such as lexical density, cohesion and argument development (Byrnes, 2012, Schleppegrell, 2001, Schleppegrell, 2004). This study ...
- Cassi L. Liardét
- 2016
Oct 1, 2016 · The deployment of logical metaphors is important for advanced achievement of academic writing as it allows for newly nominalized expressions to be placed within cause and effect networks, an important characteristic of formal, academic discourse (Halliday, 1989, Hyland, 2009, p. 7; Martin & Rose, 2003, p. 148).
- Cassi L. Liardét
- 2016
Grammatical metaphor can thus be seen to introduce a tension between grammar (a texts wording) and semantics (a texts meaning) so that the language has to be read on at least two levels (i.e. metaphorically), with one level directly reflecting the grammar, and beyond that another symbolically related level of semantics.
Jun 1, 2006 · In other words, it can contribute centrally to grammatical competence, textual competence, illocutionary competence, sociolinguistic competence, and strategic competence. Metaphor is thus highly relevant to second language learning, teaching and testing, from the earliest to the most advanced stages of learning.
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The studies focusing on grammatical metaphor presented above do indeed indicate that learners, regardless of their native language or languages, must undergo parallel developmental stages within Halliday’s (1993) proposed phase (a) of advanced language learning.
