Use, function and understanding of metaphor in second language writing by Chinese university students

This research focuses on the use and function of metaphors in Chinese English majors’ L2 argumentative writing, and on learners’ thinking processes corresponding to their metaphor use. Through textual analysis of 134 argumentative texts collected from 39 participants, I described overall metaphor density, grammatical categories of metaphors, conventional and unconventional metaphors, and communicative functions of extended metaphors in argumentative texts. The conventional and unconventional metaphors are classified by taking L1 influence, creativity, novelty and deliberateness into consideration, with referring to a native English corpus (OECv2) via Sketch Engine when necessary. Communicative functions of extended metaphors are explored through the bottom-up analysis of systematic metaphors. The thinking processes behind learners’ metaphor use are investigated by the analysis of stimulated recall interviews conducted with 21 interviewees from the 39 participants.
Results showed that my participants are able to use metaphors thoughtfully in their L2 argumentative writing. L1 influence, cited in participants’ thought reports, is a major source leading to conventional metaphors, creative metaphors, innovative metaphors, and possible errors. Creative metaphors, expressed through extended metaphors at strategic stages in argumentative essays, are often the result of participants’ consciously manipulation of L1 in producing L2 for various communicative purposes, such as illustrating dramatically, writing emotionally and persuading to change perspectives. Some word-for-word translations from L1 to L2 are better understood as innovative metaphors instead of errors when participants made deliberate efforts to convey meanings confidently or arouse interest. Findings from the two interviews with teachers show that learners may have more awareness than most teachers recognized about metaphor. This research will contribute to the innovation of pedagogies in L2 writing teaching and learning. Teachers may know more about L2 learners’ ability to use metaphors, and the factors underlying this. Pedagogical implications on how to develop learners’ metaphoric competence in L2 are thus generated.