Teaching is like being on a stage : a cross-genre analysis of the use of deliberate metaphors in L2 Spanish writing

Abstract

This study analyses the use of deliberate metaphors in L2 writing in argumentative and narrative texts. We examine both the density and functions of deliberate metaphors and analyse non-conventional metaphorical uses. The corpus consists of texts written by university level advanced L1 French learners of Spanish and L1 Spanish speakers, each producing two texts: one narrative and one argumentative. Results reveal that deliberate metaphors are essential in both L1 and L2 writing, although their use depends on writing styles. Metaphorical transfer seems to work unconsciously and is attributable to errors that come across as creative uses. However, learners actively manipulate language to generate innovative metaphors, even more than native speakers. Deliberate metaphors used in the two genres under investigation differ not in density but in communicative functions, contributing to achieving genre-specific communicative goals. Results are discussed in relation to pedagogical implications.