| Revista: | Revista lengua y cultura |
| Base de datos: | |
| Número de sistema: | 000586251 |
| ISSN: | 2683-2321 |
| Autores: | López Castillo, Luis Antonio1 Saldívar Arreola, Rafael1 Lázaro Hernández, Jorge Adrián1 Alvarado Martínez, Elizabeth2 |
| Instituciones: | 1Universidad Autónoma de Baja California, 2Universidad Autónoma de Nuevo León, |
| Año: | 2021 |
| Volumen: | 3 |
| Número: | 5 |
| Paginación: | 88-99 |
| País: | México |
| Idioma: | Español |
| Language learning is characterized for assisting students in the development of the linguistic competence. Thus, students interact and are able of communicating efficiently in real situations. However, the metaphorical side of the learning process is nearly explored by language teachers. Currently, several studies, such as Acquaroni (2008), Lamartí (2011) and Domínguez (2020) show evidence that metaphors play a more important role than expected. Along with this statement, the role of culture in metaphors and cognitive processes are relevant and crucial elements that should be included in language teaching. The importance of this work, where the role of culture and society in the metaphorical processes and English language learning are studied, takes place in these essential ideas, stating that language learning and teaching can benefit from methodologies based on metaphors. This qualitative research, with a descriptive approach, shows results that supports the hypothesis that there are sociocultural elements in the L1 that generate, or inhibit, the linguistic transfer, and are evidenced in the development of the metaphorical competence in the L2. The changes in the current sociolinguistic contexts, the new teaching techniques and their approaches, and the closeness that students have with different linguistic elements foreign to their own language, predict the emergence of cognitive phenomena that can set ground for new strategies based in the use of metaphors. Finally, these ideas agrees to what Lakoff and Johnson (2003) say about metaphor and communication, stating that most of the daily activities (arguing, problem solving, organizing time, etcetera), are metaphors in nature. | |
| Resumen en inglés | Language learning is characterized for assisting students in the development of the linguistic competence. Thus, students interact and are able of communicating efficiently in real situations. However, the metaphorical side of the learning process is nearly explored by language teachers. Currently, several studies, such as Acquaroni (2008), Lamartí (2011) and Domínguez (2020) show evidence that metaphors play a more important role than expected. Along with this statement, the role of culture in metaphors and cognitive processes are relevant and crucial elements that should be included in language teaching. The importance of this work, where the role of culture and society in the metaphorical processes and English language learning are studied, takes place in these essential ideas, stating that language learning and teaching can benefit from methodologies based on metaphors. This qualitative research, with a descriptive approach, shows results that supports the hypothesis that there are sociocultural elements in the L1 that generate, or inhibit, the linguistic transfer, and are evidenced in the development of the metaphorical competence in the L2. The changes in the current sociolinguistic contexts, the new teaching techniques and their approaches, and the closeness that students have with different linguistic elements foreign to their own language, predict the emergence of cognitive phenomena that can set ground for new strategies based in the use of metaphors. Finally, these ideas agrees to what Lakoff and Johnson (2003) say about metaphor and communication, stating that most of the daily activities (arguing, problem solving, organizing time, etcetera), are metaphors in nature. |
| Resumen en español | El aprendizaje de lenguas se caracteriza por coadyuvar a los alumnos en el desarrollo de la competencia lingüística. Así, el alumno interactúa y es capaz de comunicarse de forma eficiente en situaciones reales. No obstante, el apartado metafórico en el aprendizaje es poco explorado por los profesores de lenguas, en muchos casos. Actualmente, estudios, como los de Acquaroni (2008), Lamartí (2011) y Domínguez (2020), evidencian que la metáfora juega un papel más significativo del que se tiene contemplado. Aunado a esto, el papel de la cultura en la metáfora y los procesos cognitivos son elementos relevantes y cruciales que deberían incluirse en la enseñanza de lenguas. De ahí, la importancia de este trabajo en donde se analiza el papel de la cultura y la sociedad en los procesos metafóricos y el aprendizaje del idioma inglés. Esta investigación con enfoque cualitativo y con alcance descriptivo muestra resultados que sustentan la hipótesis de que existen elementos socioculturales en la L1 que generan, o inhiben, la interferencia lingüística, y se evidencian en el desarrollo de la competencia metafórica en L2. Los cambios en los contextos sociolingüísticos, las nuevas técnicas de enseñanza, así como sus enfoques, y el acercamiento que los alumnos tienen con distintos elementos lingüísticos ajenos a su propia lengua, predicen el surgimiento de fenómenos cognitivos que pueden dar pie a nuevas estrategias en el uso de las metáforas y, según Lakoff y Johnson (2003), muchas de las actividades diarias (discutir, resolver problemas, organizar el tiempo, etcétera) son metáforas en su naturaleza. |
| Palabras clave: | competencia metafórica, cultura, Aprendizaje de lenguas, sociedad, metáforas |
| Keyword: | Culture, language learning, metaphors, metaphorical competence, society |
| Texto completo: | Texto completo (Ver PDF) |
