La metáfora gramatical ideacional en la escritura de ensayos académicos de estudiantes universitarios de español como L2
Consideraciones desde la gramática sistémico-funcional
Bibliographic Data
| ID | 21541320 |
|---|---|
| Authors | José Ignacio Arias Brenes (0009-0008-9124-7995, corresponding author) |
| Year | 2026 |
| Volume | 52 |
| Issue | 1 |
| Pages | e559hw029 |
| Publication date | 2026-01-26 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Revista de Filología y Lingüística de la Universidad de Costa Rica (JOURNAL) |
| Journal identifiers | ISSN: 0377-628X • E-ISSN: 2215-2628 |
| Publisher | Universidad de Costa Rica (PUBLISHER • CR) |
| DOI | 10.15517/559hw029 |
| OpenAlex | W7125699754 |
| Language | ES |
| References cited | 14 |
This article examines the use of ideational grammatical metaphor (IGM) in the textualization of the introductory stage of essays by L2 students of academic Spanish as a second language (L2) preparing to undertake an academic term at the University of Costa Rica. A qualitative analysis was conducted on samples produced by these learners, in which the emergence of complex nominal groups resulting from metaphorization processes was observed, contributing to the creation of lexically dense generic phases. The results present instances that illustrate a motivated use of IGM in the three metafunctions: ideational, interpersonal, and textual. Considering the analysis, the importance of generating grammatical reflection on writing in Spanish as an L2 from meaning categories linked to communicative needs in the generic practices of academic communities is proposed, focusing on how lexicogrammatical resources adapt to the parameters of academic register
Academic writing · Metaphor · Qualitative research · Discourse Analysis in Language Studies · Language, Metaphor, and Cognition · Spanish Linguistics and Language Studies
| Highly cited | No |
|---|