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In:Linguistic Approaches to Portuguese as an Additional Language
Edited by Karina Veronica Molsing, Cristina Becker Lopes Perna and Ana Maria Tramunt Ibaños
[Issues in Hispanic and Lusophone Linguistics 24] 2020
► pp. 149–164

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How learners of Portuguese as an additional language talk about their experience from a cognitive perspective

 | Universidade Federal de Minas Gerais
 | Universidade Federal de Minas Gerais
Published online: 26 March 2020
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https://doi.org/10.1075/ihll.24.06fer
Abstract
This study aims to investigate how international students at a Brazilian university conceptualize their experience of learning Portuguese as an Additional Language (PAL). In the light of Cognitive Linguistics and at an interface with Applied Linguistics, we identify, analyze, and interpret metaphors and metonymies (Cameron, 2003, 2010; Lakoff & Johnson, 1980) that emerge from a focus group discussion of learners of PAL about their experiences. Therefore, we investigate what the PAL learning process is like from an emic perspective. Building on previous work by Ferreira (2014), Gomes Jr. (2015), and Oliveira and Ferreira (2016), results point to the use of conceptual metaphors such as language is a container, culture is a parent, and language is a commodity.
Article outline
  • 1.Introduction
  • 2.Research on metaphor/ metonymy and foreign language learning
  • 3.Research questions
  • 4.Methods
    • 4.1Participants and procedures
  • 5.Metaphor use in learner discourse on learning Portuguese as an Additional Language
  • 6.Final remarks
  • Notes
  • References
References (28)
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Cited by (1)

Cited by one other publication

Ferreira, Luciane Corrêa, Daiane Joice da Silva, Lívia Elisa Lemos Melo, Yasmin Guimarães de Lima & Ana Luíza Ferreira Vieira
2022. Português como Língua de Acolhimento e os desafios do acesso a uma universidade pública no Brasil. Letrônica 15:1 ► pp. e41235 ff. DOI logo

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