Metaphorical Competence in the Context of Spanish Language

Education

Dilrabo Bakhronova and Iroda Turamuratova

Uzbek State University of World Languages, Uzbekistan

Keywords: Foreign Language, Metaphor, Metaphorical Competence.

Abstract: The primary task of teaching a foreign language is to develop in students the ability to communicate

successfully in an intercultural foreign language space. Currently, the central theme of many linguistic studies

is metaphor, which is a fundamental mental process enabling the understanding of one field of knowledge

through another. In the study of metaphor, metaphorical competence holds a special place, referring to the

ability to comprehend and employ metaphors in oral and written speech. This article examines and analyzes

the main scientific research dedicated to the issue of the content and significance of metaphorical competence.

The purpose of this article is to describe the content of metaphorical competence in accordance with the

objectives of teaching Spanish in a language university. For our research, we employed various methods,

including theoretical analysis of scientific literature, study and synthesis of best practices, and the deductive

method.

1 INTRODUCTION

The rapid scientific advancements of the 21st century

have led to the integration of various fields of study,

including linguodidactics, which has greatly

benefited from this progress. However, an area that

has received less attention but is significant is the

study of metaphorical competencies. In the 20th

century, metaphorical competence was defined as the

ability to use and rephrase metaphors, understand

their effectiveness, generate appropriate metaphors

for specific contexts, and evaluate the suitability of

metaphoric expressions used by others (Gardner &

Winner, 1979). Nowadays, metaphorical competence

is seen as a complex phenomenon that is studied from

an interdisciplinary perspective, considering not only

linguistic aspects but also cognitive, social,

behavioral, and cultural factors. The authors of this

paper agree with Witte (2014) that the

concept of metaphorical competence goes beyond

mere awareness and analysis of metaphorical

meanings; it entails more than just knowledge about

metaphors.

Corrresponding author

2 LITERATURE REVIEW

Metaphorical competence extends beyond linguistic

proficiency; it is closely linked to our perception of

the world, as humans naturally think and act

metaphorically (Lakoff & Johnson, 1980). It provides

a framework for clear conceptual mapping within

specific cognitive models and categories.

Metaphorical competence is rooted in cognitive

development, as suggested by Wang and Hao (2013),

and it encompasses what is referred to as "conceptual

fluency" (Danesi, 1992), which involves a high level

of cognitive modeling and conceptual mapping skills,

leading to a deep understanding of relationships

between concepts and objects and their role in

comprehending the world. Littlemore (2008) supports

this view by describing metaphorical competence as

the ability to perceive and create metaphorical

relationships between different concepts. Metaphor is

no longer limited to extraordinary or literary

language; it is now recognized as a fundamental

cognitive ability that shapes our thinking and

everyday lives (Lakoff and Johnson, 1980).

Conceptual metaphors, which form the basis of our

thinking and actions, have become deeply ingrained

Bakhronova, D. and Turamuratova, I.

Metaphorical Competence in the Context of Spanish Language Education.

DOI: 10.5220/0012480300003792

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 1st Pamir Transboundary Conference for Sustainable Societies (PAMIR 2023), pages 157-161

ISBN: 978-989-758-687-3

157

in our cultural realities. According to Cognitive

Metaphor Theory, metaphorical concepts enable us to

comprehend and discuss abstract phenomena, such as

emotions and moral values, by relating them to more

concrete entities (Lakoff and Johnson, 1980).

Linguistic phenomena, including metaphor and

particularly idiomatic expressions, have attracted

considerable interest among linguists and

lexicographers due to their frequency in everyday

situations. The significance of figurative language, in

general, has become a crucial concern for teachers

and second language learners as they encounter

authentic speech more frequently and in less

controlled environments (Ilhombaevna T. I., 2016).

In language learning, several elements positively

influence learners' language competence, and one of

these elements is communication in real-life

situations. In multilingual classrooms, learners'

language proficiency is associated with their

metaphorical competence (Aleshtar & Dowlatabadi,

2014). Metaphorical competence, in practice,

influences their linguistic and cognitive abilities and

can be regarded as a tool for comparing real-world

phenomena with their mental lexicon, promoting the

formation of cognitive mapping, network building,

logical thinking, and critical thinking skills.

Regarding the set of skills and abilities, learners can

be categorized into three groups: (1) those who

struggle to understand and use complex and highly

conventional idioms with metaphorical meanings; (2)

those who face difficulties in comprehending and

using metaphorical meanings due to gaps in their

background knowledge (professional, social, and

cultural aspects); and (3) those who find it

challenging to grasp and use even expressions with

visual imagery, which are relatively easy to visualize

and understand but difficult to reproduce. Currently,

the study of the metaphorical aspect in teaching is not

extensively explored by foreign language teachers,

with many relying on idiomatic expressions provided

in instructional materials. However, in recent

decades, several studies by Azuma (2004),

Bakhronova & Abduraimov (2022), Guttierez Perez

(2004), Aquaroni (2008), Lamartie (2011),

Turamuratova (2012), and Dominguez (2020) have

demonstrated that metaphor plays a more significant

role than previously assumed.

Traditionally, in the realm of linguodidactics, the

concept of "metaphorical competence" is usually

considered as one component of communicative or

linguistic competence. Littlemore and Low (2006b)

define metaphorical competence as the ability to

interpret culturally marked lexical units and figures of

speech. Metaphorical competence plays a crucial role

in various aspects of communicative competence,

including grammar, text comprehension,

illocutionary skills, sociolinguistic awareness, and

strategic language use. Littlemore and Low

emphasize its relevance to second language learning,

teaching, and assessment at all proficiency levels.

Guttierez Perez shares similar views on metaphorical

competence, focusing on the cognitive aspect of

metaphor and its role in learning Spanish as a second

foreign language. The researcher considers

metaphorical competence as metaphorical

consciousness and strategies for understanding

metaphors in a foreign language. However, Guttierez

Perez defines metaphorical competence as one

component of lexical competence and suggests the

development of strategies to enrich students'

metaphorical vocabulary. Littlemore and Low

emphasize that learners need more than an

understanding of cultural references and figurative

language; they need to adopt the target culture and its

cultural models, while also mastering conceptual and

linguistic metaphors (Littlemore & Low, 2006a).

In the context of teaching English as a foreign

language, M. Azuma, a Japanese researcher,

identifies three aspects of metaphorical competence

(MC): 1) recognizing metaphors in foreign language

discourse (receptive speech activities); 2) correctly

using metaphorical expressions in speech (productive

speech activities); and 3) interpreting concepts

conveyed through metaphors (cognitive analytical

activity). Azuma places MC within the framework of

linguistic competence, emphasizing its formation at

lexical, semantic, and contextual levels, and

highlighting the role of metaphor in conceptualizing

culture (Azuma, 2004).

In modern foreign language education, we believe

that the content of competence should be determined

by the learning goals and the subject-conceptual

domain of competence. Considering that the purpose

of foreign language education is to develop

knowledge, skills, and abilities for effective

communication, learning, and interaction within a

specific cultural environment, we view metaphorical

competence as the intersection of general language

learning goals and the subject-conceptual realm of

metaphor. To align with the goals of linguistic

learning, which include communication in a foreign

language and understanding a particular cultural

context, we focus on aspects of metaphor that

correspond to these objectives. Our approach is

informed by the works of the aforementioned authors

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and builds upon Lakoff and Johnson's theory of

conceptual metaphor (Lakoff & Johnson, 2003).

3 METAPHORS & ROLES IN

COMMUNICATION

Before delving further, let us define metaphors and

explore their role in communication. Metaphors have

traditionally been associated with literature and have

not been closely connected to everyday language use.

However, Littlemore and Low propose that

metaphors should be seen as "structured, analyzable,

and related to everyday culture and reasoning"

(Littlemore & Low, 2006a). In the 1980s, Lakoff and

Johnson revolutionized the study of metaphor by

departing from psychological and philosophical

perspectives that focused on the poetic and rhetorical

aspects of language. They emphasized that many of

our daily actions and expressions are inherently

metaphorical (Lakoff & Johnson, 2003). Metaphor is

defined as the process of attributing meaning to a

concept or object in terms of or through the words of

another concept or object (Lakoff & Johnson, 2003).

For example, terms with physical connotations, like

"beats," can acquire a different meaning when used

metaphorically to represent something mental rather

than physical. In Spanish, an expression such as "me

golpeó la noticia" illustrates how the verb "golpear"

signifies the impact of news on a person's mood.

Figurative and metaphorical forms help speakers

convey concrete and abstract situations in a way that

is easily understood by listeners.

In Spanish, there is a phrase: "EL TIEMPO ES

DINERO" (TIME IS MONEY). At first glance, this

sentence may seem straightforward, but it

incorporates various cognitive and cultural elements

to convey its intended meaning as a conceptual

metaphor. Conceptual metaphors involve a source

domain (a concrete concept) and a target domain (an

abstract concept) expressed through metaphorical

expressions in language. In this example, the source

domain is "TIEMPO" (TIME), and the target domain

is "DINERO" (MONEY). These metaphors have

specific conceptual components. In Western culture,

time can be invested, wasted, lost, saved, or earned.

For instance, "con este invento podemos ahorrar

mucho tiempo" (with this invention, we can save a lot

of time); "perdí mucho tiempo por no saber qué

hacer" (I lost a lot of time because I didn't know what

to do); "hay que gastar tiempo para ganar dinero"

(you have to spend time to earn money). These

examples demonstrate that in Spanish culture, money

is perceived as valuable, and the value of time is

understood accordingly.

If our thinking is inherently metaphorical, then our

learning process should also follow a natural path

guided by metaphor (Bakhronova, 2021). Developing

metaphorical competence becomes crucial in

education as it helps prevent cognitive errors and

enhances understanding. Therefore, didactics and

teaching methodologies should prioritize metaphor as

a key goal and means of achieving comprehension.

Considering these points, we propose several tasks

that can be implemented in Spanish language lessons.

Despite the positive findings from empirical studies,

metaphor awareness and linguistic motivation are

often neglected in second language teaching materials

and practices. This neglect can be attributed to the

challenges of presenting metaphors in a rule-based

manner, the hesitance to analyze idiomatic

expressions as analyzable word chunks, and the

absence of proficiency tests specifically focused on

recognizing and using metaphors (Littlemore & Low,

2006a).

Task 1: Metaphor in everyday life. This activity aims

to introduce students to the cognitive theory of

metaphor without assuming their expertise in the

field. It is assumed, however, that learners are

familiar with the fundamental concepts proposed by

Lakoff and Johnson (2003), particularly the two

attributes they ascribe to metaphor: conceptual and

linguistic. The proposed activity allows students to

apply their language knowledge and skills in a playful

and creative manner by creating new metaphors

(Littlemore & Low, 2006a).

Write the metaphor "TRISTEZA ES OSCURIDAD"

(SADNESS IS DARKNESS) on the board. Explain

that this concept is a conceptual metaphor that exists

not only in Spanish but also in other languages. Ask

if they know any expressions associated with this

particular conceptual metaphor. Provide or request

expressions containing previously encountered

conceptual metaphors. Discuss and analyze examples

together, connecting them to sentences from the

previous task. Ask students to identify the elements

of the conceptual metaphor in the sentences. Then,

have students create another conceptual metaphor

replacing the original domain, focusing on couples.

Finally, generate more sentences using different

conceptual metaphors (e.g., love, intelligence, death,

discussion, success). This can be done through group

work.

Metaphorical Competence in the Context of Spanish Language Education

159

Task 2. Read the sentences that represent sadness for

different people and look at the underlined

expressions:

Cuando uno está triste, hasta un día de sol radiante

parece un día gris con una tormenta a punto de

estallar.

La tristeza debilita el alma, el deseo de vivir, el deseo

de soñar te hace inútil y te envuelve en soledad.

Tristeza es el vacío del alma por la ausencia de

alguien.

La tristeza te acaba hundiendo hasta desear la muerte.

The underlined expressions are called metaphorical

expressions. With the help of the teacher, relate these

expressions to the appropriate CONCEPTUAL

METAPHOR and discuss it in class.

Tristeza es ausencia Sadness is absence

Tristeza es oscuridad Sadness is

darkness

Tristeza es abajo Sadness is down

Tristeza es soledad Sadness is

loneliness

In this activity, reading comprehension is developed

by providing sentences containing different

metaphorical expressions and opinions from different

people. The student is required to read and pay

attention to the underlined expressions. After reading,

the student, with the help of the teacher as the

coordinator, is asked to relate the metaphorical

expressions with specific conceptual metaphors listed

in the table.

Task 3: Individually write a 10-line text based on a

metaphor from a conceptual metaphor that you invent

yourself or choose from the previous exercise. Here

are some ideas:

Example: Conceptual Metaphor: SADNESS IS

EMPTINESS

For me, sadness is feeling the absence of a loved one’

This exercise focuses on developing written

expression and metaphorical competence. The

student works individually, emphasizing learner

autonomy. The task involves writing a 10-line text

based on a metaphor from a conceptual metaphor that

the student invents or selects from a previous

exercise. Some ideas are provided as examples.

4 CONCLUSIONS

Thus, the analysis of studies on metaphorical

competence in both domestic and foreign traditions,

along with the correlation of the analysis data with the

goals of language teaching, has allowed us to draw

the following conclusions:

1. Metaphorical competence involves the ability to

understand, interpret, and produce metaphorical

expressions in speech, utilizing them as means of

communication and representation of underlying

cultural meanings.

2. The development of metaphorical competence

occurs through interconnected processes that foster

knowledge, skills, and abilities underlying the two

components of metaphorical competence: speech and

cultural representation.

3. By achieving a high level of competence in both

components, individuals can effectively and

appropriately utilize metaphorical means in real

communication situations within the context of the

studied linguistic culture. Each stage of metaphorical

competence development corresponds to specific

teaching methods aimed at addressing particular

learning challenges. Identifying these methods will

enable the design of a strategy for cultivating

metaphorical competence within the framework of

foreign language learning, opening the door for

further research on metaphorical competence in the

field of language education. Through our theoretical

review, we have recognized a lack of theorizing on

metaphorical competence in the realm of teaching

Spanish as a foreign language. We believe it would

be beneficial, initially, to replicate studies on

metaphorical competence conducted in other

countries that have explored its acquisition in various

languages. We consider metaphorical competence to

be an unexplored field in the domain of Spanish

teaching, deserving further investigation and

exploration.

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