Figurative language and the advanced learner

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.

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