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.
Este artículo presenta una experiencia de investigación realizada en el ámbito del curso Español Académico para la Arquitectura y la Construcción, dirigido a alumnos extranjeros en la Escuela Técnica Superior de Arquitectura de la Universidad Politécnica de Madrid. Los estudiantes participantes presentaban un perfil lingüístico de Usuario Independiente, es decir niveles entre el B1 y B2, según criterios establecidos en el Marco Común Europeo de Referencia para las Lenguas: aprendizaje, enseñanza y evaluación (MCER) recogidos por el Portfolio Europeo de Lenguas Académico y Profesional (ACPEL). Los alumnos crearon, diseñaron y grabaron situaciones de su ámbito académico cotidiano, aprendiendo vocabulario específico y estructuras gramaticales en contextos naturales para ellos, dentro de un discurso de su especialidad. La propuesta fue valorada positivamente por los estudiantes; los videos producidos sirven como referencia para su propio feedback y como herramienta de aprendizaje para animar a otros estudiantes internacionales.
The aim of this article is to show a sample of elicited linguistic responses in order to identify cognitive links between academic knowledge and professional practice in architecture. We also study the composition of the identified mappings. To this end, we have analysed and compared a survey conducted among Technical University of Madrid undergraduate architecture students on the one hand and a group of architects on the other. This study is part of a major research work carried out by the research group DISCYT. The surveys presented here propose the idea of working with cognitive mappings that display understanding of important competencies in architectural practice. As a theoretical framework, we draw on cognitive linguistics theory, particularly on conceptual and linguistic metaphor theory. Since text and images are often fused in the different stages of architectural work, we have added images in the survey so as to better determine conceptual correspondences in cognitive visual input (Forceville 2010; Kress 2010; Cuadrado et al. 2016; Roldán-Riejos 2016). The method consisted of examining and comparing the results obtained in the survey from the groups of students and architects in order to infer implications for educators.
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