This dissertation focuses on the development of metaphorical competence and its relationship with the learning/acquisition of a second language.
Specially designed activities are implemented to introduce the concept of conceptual metaphor and linguistic instantiations. These consciousness-raising tasks are expected to create suitable learning contexts, in which differences and/or correspondences in metaphorical uses in L1 and L2 are made explicit. It is also believed that these learning contexts will favour intake enhancement and explicit learning of the topic. Explicit learning is here viewed as a facilitator of implicit knowledge construction.
The positive results obtained by the experimental group suggest that this methodological approach may have a positive impact on learners, encouraging them to participate actively in learning contexts which favour deep-level cognitive processing and mediated discovery. Therefore, it is possible to enhance the development of metacognitive awareness and metaphorical competence in a second language.
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