Year: 2006
Type: article
Abstract: In this paper, figurative language produced by advanced learners of English is examined with reference to general language corpora, both for the students’ mother tongue, Italian, and their foreign language, English. The data presented in this paper illustrate how conceptual knowledge formed in the mother tongue can interfere with the acquisition of foreign language conceptualisations, and highlight the importance of phraseology in fixing conceptual meaning.
Source: AMS Acta (University of Bologna)
Author: Philip, Gill
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W141474532