Metaphors learners live by: metaphoric anaphora resolution in L2 Spanish

Given the omnipresence of metaphor in everyday language, L2
learners encounter figurative discourse at different stages in their
learning process. Since conceptual systems differ culturally and
hence linguistically, learners are reported to lack the conceptual
appropriateness required to process metaphors in their L2. The
development of metaphorical competence (MC) has been extensively
studied in relation to learners’ L1 and proficiency levels, but little
research has been done on MC at discourse level and on the use of
metaphor as a referential mechanism in general. The present
research aims to fill this gap in research by examining metaphoric
anaphora resolution by L2 learners of Spanish in relation to different
L1s, proficiency levels, and type of metaphoric anaphora. Through a
series of reading experiments based on eye-tracking and
manipulation of referential distance and number of competitors for
the role of the antecedent, it is expected to develop a thorough
understanding of the linguistic and cultural factors affecting MC and
metaphoric anaphora resolution, as well as to provide an insight into
learners’ inferential processes and processing effort during anaphora
resolution through eye-tracking data.