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Materias : 570107 Lengua y literatura550510 Filología

Fecha de publicación : 2005

Fecha de depósito: 22-jun-2011

Tipo de documento: Artículo

En : LFE. Revista de lenguas para fines específicos. Las Palmas de Gran Canaria: Universidad de Las Palmas de Gran Canaria, 1993-.- ISSN 1133-1127.- n. 11-12, 2005-2006, p. 291





Author: Sancho Guinda, Carmen

Source: https://acceda.ulpgc.es


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BIBLID 1133-1127 (2006) p.
291-312 Pragmatic and Metacognitive Applications of Metaphor and Metonymy in Dialogic Professional Genres: the Case of the Job Interview Carmen Sancho Guinda Universidad Politécnica de Madrid This article brings into focus the notion of metaphorical competence (MC) and posits the inclusion of its explicit training in LSP syllabi, stressing its important function in dialogic self-evaluative genres like the job-selection interview.
A perspective of the different approaches to MC is given prior to discussing the features and specific difficulties intrinsic to the interview, as well as to analysing the metacognitive and pragmatic roles of metaphor and metonymy and the constraints governing them.
Both tropes prove efficacious lexical activators and mnemonics and valid politeness strategies, especially as conflict neutralizers, intimacy builders, hedges, persuasive devices and topic-closing formulas.
Key words: metaphorical competence, metaphor, metonymy, metacognition, pragmatic impact, LSP Revista de Lenguas para Fines Específicos Nos 11 y 12 (2005 y 2006) 291 Towards the inclusion of metaphorical competence in LSP programmes Strangely enough, the new guidelines set out by the European Council (2001) for assessing language learning and teaching within the frame of the Common European Framework do not include the concept of metaphorical competence (MC) among the general and communicative abilities to be systematically fostered in a near future.
At the most they mention the various cognitive styles (convergent, divergent, holistic, analytic, synthetic) as key elements of an existential competence or savoir–être, speak sketchily of inferencing heuristic skills as part of a broad ability to learn (savoir apprendre), enumerate the diverse politeness conventions impinging on sociolinguistic performance (positive and negative politeness strategies) or, in the ample scope of the pragmatic-functional competences, hint at variables such as rh...






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