Literature Review: Metaphor Research in Language Learning via Methods of Cognitive and Applied Linguistics

Abstract

Metaphor is a traditional research object in linguistics. Works on the analysis of this phenomenon using methods of cognitive and applied linguistics in texts of various kinds are numerous and continue to accumulate. Peculiarities of the formation of metaphorical competence in language learners and native speakers can also be considered as an urgent area of research. In this regard, compilation of a review of studies on metaphors in the context of teaching and learning foreign languages using methods of cognitive and applied linguistics seems relevant and significant. This direction, on the one hand, is sufficiently developed and multifaceted for the accumulation of a significant number of publications that require comprehension and systematization (up to existence of graduation projects on it), and, on the other hand, it has a sufficient degree of novelty in order not to duplicate existing review materials, since, in particular, in Russian-language studies, problems of the metaphorical competence of students of foreign languages were posed and began to be considered relatively recently. Research materials were English-language and Russian-language research articles with full-text free access, published mainly in peer-reviewed scientific editions over the past 10 years, a total of 40. As a result of processing the material using general scientific methods of analysis, comparison and synthesis, a critical assessment was given in regards to the current state of affairs in the corresponding areas of research. The examination of English-language publications showed that foreign authors pay attention to simple and intuitive cases of metaphorical transfer, and also use conceptual metaphors mainly as a research tool that allows assessing the perception of various aspects of the pedagogical process or the language studied. The review of Russian-language publications revealed that domestic authors actively explore the metaphorical competence of students, develop new methods and techniques, clarify terminology, collect materials for further processing, but they often publish overly theorized works and are not always methodologically accurate. Also, the study of the collected works demonstrates the lack of a common basis for carrying out research of this kind. The results of the study led to the conclusion that application of the cognitive-linguistic approach to studies of foreign languages, largely based on working with metaphors, is considered by foreign and domestic researchers as a promising direction; however, de facto, the results obtained often do not correspond to this optimism: many works are narrow and typical, and at the same time end with bold generalizations; studies in this area as a whole lack a research perspective. The directions of further research, regarded as the most interesting, potentially fruitful and promising by the authors of this article, are also highlighted.