The Acquisition of Emotion Metaphors by Bulgarian Learners of Spanish as a Second Language

• Laura Suárez-Campos ^[2] ; Alberto Hijazo-Gascón ^[1] ; Iraide Ibarretxe-Antuñano ^[1]
  1. [1] Universidad de Zaragoza

     Universidad de Zaragoza

     Zaragoza, España

     
  2. [2] Department of Applied Foreign Languages, University of the Antilles
• Localización: Recent advances in second language emotion research / coord. por Irini Mavrou, Mercedes Pérez Serrano, Jean-Marc Dewaele, 2022, ISBN 978-84-1125-575-2, págs. 247-270
• Idioma: español
• Texto completo no disponible (Saber más ...)
• Resumen

  • The expression of emotions is mainly figurative, and a goodcommand of figurative language is crucial for second language (L2)students to verbalise their emotional states. L2 learners need to acquirenon-literal expressions that may differ in their linguistic expressionsdespite sharing similar conceptual metaphors and metonymies. Thisstudy focuses on how first language (L1) Bulgarian learners acquireemotion metaphors in L2 Spanish. The study examines these learners’ useof metaphorical language. It discusses how learners’ L1 knowledge andculture may affect metaphorical processing in their L2. It also examineswhether L2 learners’ proficiency level influences the acquisition ofemotion metaphors. Results show that L2 learners can understand anduse metaphorical and metonymic expressions for emotions at all levels,including the beginners’ level. Learners use their knowledge aboutmetaphors’ embodied-grounded nature to understand metaphoricalmeanings and produce (creative) metaphorical expressions. Thesefindings support previous claims that argue for the importance ofdeveloping the L2 learners’ metaphorical awareness and the advantagesof using metaphors to express emotions.