Mastering the Language of Emotions Through Metaphor: A Socio-Affective and Socio-Cognitive Approach to Building Writing Skills at the University Level
DOI:
https://doi.org/10.18778/1505-9065.18.12Keywords:
conceptual metaphor, the language of emotions, metaphorical motivation, teaching writing, teaching vocabularyAbstract
The author demonstrates how to develop and improve the writing competence of French language students at an advanced level (B2), drawing on selected examples of the language of emotions and the concepts of SILENCE and SOLITUDE. The article successfully applies Conceptual Metaphor Theory, initiated by Lakoff and Johnson (1980), to teaching and learning the French vocabulary of emotions as usually being not predictable but metaphorically motivated. A short experiment has been carried out in a group of French-philology undergraduate students. The experiment has been designed to examine the effectiveness of the socio-affective and cognitive approach aimed at developing not only lexical competence, writing skills, and creativity, but also the affective relations among students themselves and between the teacher and students while under lockdown during the COVID-19 pandemic accompanied by online teaching. The experiment shows that being aware of metaphorical motivations behind idiomatic expressions of emotions allows students not only to better learn, use, and organise new vocabulary, but also to be more creative. The author proposes some writing exercises to be used in classroom instruction. Despite the undeniable advantages of the proposed approach, its pedagogical potential should be tested on more data and on a longer-term basis.
Downloads
References
ARNOLD, Jane (2000), Affect in Language Learning, Cambridge, Cambridge University Press
Google Scholar
ARREGUI, Jorge Vicente (1991), « Descartes y Wittgenstein sobre las emociones », Annuario Filosófico, nº 24(2), p. 289-320
Google Scholar
BERDAL-MASUY, Françoise (2020), « Enseigner les émotions en classe de langue : enjeux et méthode », Les Langues Modernes, nº 2, p. 23-31
Google Scholar
BERTOCCHINI, Paola, CONSTANZO, Edvige (2017), Manuel de formation pratique pour le professeur de FLE, Paris, CLE International
Google Scholar
BOERS, Frank (2000), « Metaphor awareness and vocabulary retention », Applied Linguistics, nº 4, p. 553-571
Google Scholar
CAVALLA, Cristelle (2015), « Quel lexique pour quelles émotions en classe de FLE ? », Le Langage et l’Homme, vol. I, nº 2, p. 115-128
Google Scholar
COSNIER, Jacques (1994), Psychologie des émotions et des sentiments, Paris, Retz
Google Scholar
DAMASSIO, Antonio (1999), L’erreur de Descartes. La raison des émotions, Paris, Éditions Odile Jacob
Google Scholar
DUSSARPS, Clément, PAQUELIN, Didier (2014) « Pratiques sociales en formation à distance. », Netcom, no 28, vol. 3/4. (https://journals.openedition.org/netcom/1815, consulté le 24 août 2022)
Google Scholar
DZIWIREK, Katarzyna, LEWANDOWSKA-TOMASZCZYK, Barbara (2010), Complex Emotions and Grammatical Mismatches. A Contrastive Corpus-Based Study, Berlin/New York, De Gruyter Mouton
Google Scholar
FLAUX, Nelly, VAN DEN VELDE, Danièle (2000), Les noms en français, esquisse de classement, Paris, Ophrys
Google Scholar
HORWITZ, Elaine K. (1999), « Cultural and situational influences on foreign language learners’ beliefs about language learning : a review of BALLI studies », System, nº 27, p. 557-576
Google Scholar
JOHNSON, Mark (1987), The Body in The Mind, Chicago and London, The University of Chicago Press
Google Scholar
KÖVECSES, Zoltán (2000), Metaphor and Emotion, Cambridge, Cambridge University Press
Google Scholar
KÖVECSES, Zoltan (2010), Metaphor. A Practical Introduction, New York, Oxford University Press
Google Scholar
KRAMSCH, Claire (2009), The Multilingual Subject, Oxford, Oxford University Press
Google Scholar
KRASHEN, Stephen (1981) Second Language Acquisition and Second Language Learning, New York, Pergamon Press
Google Scholar
KWAPISZ-OSADNIK, Katarzyna (2013), « Entre universalisme cognitif et relativisme culturel : expression des émotions en polonais et en français », in Cartographie des émotions : Proposition linguistiques et sociolinguistiques (F. Baider, Georgeta Cislaru éds), Paris, Presses Sorbonne Nouvelle, p. 151-163
Google Scholar
LAKOFF, George, JOHNSON, Mark (1980), Metaphors We Live By, Chicago, University of Chicago Press
Google Scholar
LAKOFF, George, JOHNSON, Mark (1985), Les métaphores dans la vie quotidienne, Paris, Les Éditions de Minuit
Google Scholar
LANGACKER, Ronald (1987), Foundations of Cognitive Grammar, Stanford, Stanford University Press
Google Scholar
MARTINOT, Claire (2014), « Quelle description linguistique peut entrainer un renouveau didactique dans l’enseignement du FLE ? », Studia Romanica Posnaniensia, nº 41(3), p. 73-84
Google Scholar
NOWAKOWSKA-KEMPNA, Iwona (1995), Konceptualizacja uczuć w języku polskim, Varsovie, WSP
Google Scholar
NOWAKOWSKA-KEMPNA, Iwona, DĄBROWSKA, Anna, ANUSIEWICZ, Janusz (éds) (2000), « Uczucia w języku i tekście », Język a Kultura, nº 14, Wrocław, Wydawnictwo Uniwersytetu Wrocławskiego
Google Scholar
PALMERO, Francesc (2003), « La emoción desde el modelo cognitivista », Revista Electrónica de Motivación y Emoción, nº 6, p. 14-15
Google Scholar
ROUSSEAU, Jean-Jacques (1817), Essai sur l’origine des langues, une édition électronique saisie à partir du livre de Jean-Jacques Rousseau, Essai sur l’origine des langues, édition A. Belin, Paris, p. 501-543
Google Scholar
ROUSSEAU, Jean-Jacques (2018), Rêveries du promeneur solitaire, Paris, Le livre de poche, Classiques
Google Scholar
RUSSELL, James A. (1992), « En defensa de una aproximación a los conceptos emocionales desde la perspectiva de los prototipos », Revista de Psicología Social, nº 7(1), p. 75-95
Google Scholar
RYDNING, Antin Fougner (2003), « La métonymie conceptuelle », Romansk Forum, nº 17(1), p. 72 cité par KRZYŻANOWSKA, Anna (2017), « La métonymie en tant qu’une relation caractéristique du langage des émotions », Annales Universitatis Mariae Curie-Skłodowska, Lublin
Google Scholar
Published
Versions
- 2024-01-16 (2)
- 2023-10-30 (1)
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
