A picture is worth a thousand words' Studying metaphor with students from similar elds but from different specializations may seem an overwhelming experience. However, the use of a contextualized poster where the images are more important than the actual words has demonstrated how the use of images in the classroom is a valuable tool. Analysis of a questionnaire handed out to a sample of 'English for Speci c Purposes' students con rmed these conclusions. The following paper deals with the pedagogical implications that the use of a poster has proved to have with a multidisciplinary group of students. IntroductionThis work aims to analyse the results of the application of a poster to present metaphor to civil engineering and architecture students. There has recently been a growing interest in attempting to raise learners' awareness of metaphor when dealing with cross-linguistic language comparison or with general or speci c vocabulary (Deignan et al. 1997, Roldán-Riejos forthcoming). However, the task remains of nding the most effective and suitable vehicle to deal with metaphor in the classroom. This issue becomes more signi cant with 'English for Speci c Purposes' (ESP) students, who have somehow assimilated the notion that their eld of study has little (if anything) to do with metaphor. On the other hand, this type of student handles a large amount of visual input every day, in the way of diagrams, tables, graphs, pictures, etc. which can greatly outnumber the linguistic information they might receive. In these circumstances, our main purpose was, considering the situation, to test the pedagogical usefulness of a poster presentation on metaphor.After that, we had to assess the validity of the poster as a pedagogical tool. The method chosen consisted of a questionnaire (see Appendix) that the students were asked to complete and comment on. The results obtained indicated that students not only grasped the idea of metaphor, but also understood the message conveyed in a quick and ef cient way. Theoretical basisMetaphor theory as formulated by cognitive linguistics shows the existence of analogical mappings capable of establishing interconnections between a source EUR.
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