期刊名称：International Journal of Applied Linguistics and English Literature
印刷版ISSN：2200-3592
电子版ISSN：2200-3452
出版年度：2016
卷号：5
期号：1
页码：145-153
DOI：10.7575/aiac.ijalel.v.5n.1p.145
出版社：Australian International Academic Centre PTY. LTD.
摘要：Conceptual Fluency (CF) and the related notion of metaphorical competence (MC) emerged in the mid-1980s as a pedagogical response to the research findings and insights that were crystallizing in the fledgling field at the time of cognitive linguistics, and specifically, of conceptual metaphor theory. Since then, a considerable amount of work has been conducted on these notions investigating their main premises, researching their efficacy as teaching-learning tools, and exploring their pedagogical implications. Over three decades later, this paper presents an overview of the relevant work and raises the questions and issues that these notions continue to raise.
其他摘要：Conceptual Fluency (CF) and the related notion of metaphorical competence (MC) emerged in the mid-1980s as a pedagogical response to the research findings and insights that were crystallizing in the fledgling field at the time of cognitive linguistics, and specifically, of conceptual metaphor theory. Since then, a considerable amount of work has been conducted on these notions investigating their main premises, researching their efficacy as teaching-learning tools, and exploring their pedagogical implications. Over three decades later, this paper presents an overview of the relevant work and raises the questions and issues that these notions continue to raise.
关键词：Conceptual fluency; second language learning; conceptual metaphor; metaphorical competence; mental calquing; interference; second language pedagogy
其他关键词：Conceptual fluency; second language learning; conceptual metaphor; metaphorical competence; mental calquing; interference; second language pedagogy
