14.1454, Diss: Lang Acquisition: Luciani "Metafora y ..."

[LINGUIST List]

LINGUIST List:  Vol-14-1454. Tue May 20 2003. ISSN: 1068-4875.

Subject: 14.1454, Diss: Lang Acquisition: Luciani "Metafora y ..."

Moderators: Anthony Aristar, Wayne State U.<aristar at linguistlist.org>
            Helen Dry, Eastern Michigan U. <hdry at linguistlist.org>

Reviews (reviews at linguistlist.org):
	Simin Karimi, U. of Arizona
	Terence Langendoen, U. of Arizona

Home Page:  http://linguistlist.org/

The LINGUIST List is funded by Eastern Michigan University, Wayne
State University, and donations from subscribers and publishers.

Editor for this issue: Naomi Fox <fox at linguistlist.org>
 ==========================================================================
To post to LINGUIST, use our convenient web form at
http://linguistlist.org/LL/posttolinguist.html.
=================================Directory=================================

1)
Date:  Sat, 17 May 2003 19:04:43 +0000
From:  mercedes_luciani at arnet.com.ar
Subject:  New Dissertation Abstract added

-------------------------------- Message 1 -------------------------------

Date:  Sat, 17 May 2003 19:04:43 +0000
From:  mercedes_luciani at arnet.com.ar
Subject:  New Dissertation Abstract added



New Dissertation Abstract

Institution: Universidad Nacional del Litoral, Santa Fe, Argentina
Program: Maestria en Didacticas Especificas
Dissertation Status: Completed
Degree Date: 2001
Author: María de las Mercedes Luciani
Dissertation Title: Metafora y Adquisicion de una Segunda Lengua

Linguistic Field:
	Language Acquisition
	Cognitive Science
	Applied Linguistics

Subject Language: Spanish (code: SPN); English (code: ENG)

Dissertation Director 1: Daniel Jose Fernandez

Dissertation Abstract:

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 correspondances 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.

---------------------------------------------------------------------------
LINGUIST List: Vol-14-1454