Trends, Directions and Implications
Edited By Arne Peters and Neele Mundt
This book offers a range of empirically-based case studies in the field of cultural linguistics and neighbouring disciplines such as intercultural pragmatics and language pedagogy. The first section explores intercultural communication and cross-linguistic/cross-cultural investigations in settings such as Brazil, Nigeria, Cameroon, Tanzania, Morocco, France and Canada. The second section focuses on applications of cultural linguistics in the field of foreign language teaching. By drawing on English as a Foreign Language and English as a Second Language contexts, the case studies presented further examine the ramification of cultural linguistics in the language classroom, enabling a better understanding of culture-specific conceptual differences between learners’ first and target language(s).
Conceptual metaphors in foreign language classrooms (Ying-hsueh Hu)
Conceptual metaphors in foreign language classrooms
Friends or foes?
Since the use of chunks or formulaic sequences correlates significantly with the proficiency of English second-language (L2) and foreign-language (FL) learners, multiword items should be added to their L2 repertoires (Boers, Eyckmans, and Stengers 2006). However, learning these formulaic expressions is still a challenge and slow process, especially in non-immersion environments (Laufer and Waldman 2011; Stengers et al. 2010). Among these chunks, idioms are arguably the most challenging ones to acquire, due to their non-compositional nature, i.e. their meanings are believed not to be derivable from their component parts (Fernando 1996; Fraser 1970; Katz 1973; Weinreich 1969). This opaqueness has created difficulty in comprehension and usage for learners. The other difficulty is that idioms are deeply rooted in the culture of the language and have arguably made the learning of idioms a necessity in the context of learning English as a lingua franca (ELF), especially since it has been argued that in ELF communication settings, speakers are not required to identify with English as a cultural symbol (Edmondson and House 2003; Pölzl and Seidlhofer 2006: 153). Despite this, Fiedler (2011: 90) eloquently argues that, based on her data on interactions between native speakers and non-native speakers in ELF contexts, idiomatic expressions abound and they often serve humorous and expressive purposes. Similarly, Liontas (2003) suggests that the ability to comprehend and use idiomatic language appropriately in a range of sociocultural...
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