Metaphors in Learner English -- Editorial page -- Title page -- LCC data -- Dedication page -- Table of contents -- Acknowledgements -- Introduction -- Part 1 -- 1. Foundations -- 1.1 Metaphor in language -- 1.2 Metaphor in thought -- 1.2.1 Metaphor processing -- 1.2.2 Metaphor vs. metonymy -- 1.3 Conceptual metaphor vs. linguistic metaphor -- 1.3.1 Metaphor vs. simile -- 1.3.2 Typology of metaphor -- 1.4 Metaphor in communication -- 1.4.1 Novel metaphor -- 1.4.2 Deliberate metaphor -- 1.5 Metaphoric competence -- 1.5.1 Metaphoric competence and pedagogical applications -- 1.6 Concluding remarks -- 2. Metaphor in Europe -- 2.1 Communicative competence -- 2.2 Communicative competence and the CEFR -- 2.3 Metaphor in the CEFR -- 2.3.1 Metaphor in metalanguage -- 2.3.2 Metaphor and communicative competence -- 2.3.3 Metaphor in the Norwegian version of the CEFR -- 2.3.4 'Idiomatic expressions and colloquialisms' -- 2.3.5 Figurative language in assessment scales -- 2.4 The Norwegian context -- 2.5 Concluding remarks -- Part 2 -- 3. Introduction to MIP(VU) -- 3.1 Overview of MIP -- 3.2 Pragglejaz versus MIP -- 3.3 MIP versus MIPVU -- 3.4 Concluding remarks -- 4. MIP(VU) in practice -- 4.1 Step 1: Understanding the general context -- 4.2 Step 2: Lexical units -- 4.2.1 Phrasal verbs -- 4.2.2 Polywords -- 4.2.3 Compounds -- 4.2.4 Proper nouns -- 4.3 Step 3a: Contextual meaning -- 4.4 Step 3b: Basic meaning -- 4.4.1 Role of dictionaries -- 4.4.2 The role of etymology -- 4.5 Step 3c: Sufficient distinction -- 4.6 Step 3d: Relation of comparison -- 4.7 Step 4: Final decision: What has really been identified? -- 5. Evaluation of MIP(VU) -- 5.1 Reliability -- 5.2 Overall evaluation -- 5.2.1 MIP(VU) and learner language -- 5.2.2 Drawbacks of MIP(VU) -- 5.2.3 Benefits of MIP(VU) -- 5.3 Concluding remarks -- Part 3.

6. Quantitative portrait of metaphors in learner language -- 6.1 Previous studies -- 6.2 Primary material: NICLE and LOCNESS -- 6.3 Metaphor frequency in the learner corpora -- 6.4 Interaction between metaphor, word class and L1 -- 6.4.1 Word class and L1 -- 6.4.2 Distribution of metaphor within word classes and L1 -- 6.4.3 Metaphor across word classes and L1 -- 6.5 Metaphor and degree of conventionality -- 6.5.1 Metaphor conventionality in the open and closed word classes -- 6.5.2 Metaphor conventionality, word class, and L1 -- 6.6 Concluding remarks -- 7. Metaphorical creativity -- 7.1 What is creativity? -- 7.2 Metaphorical creativity -- 7.3 Bilinguals' creativity -- 7.3.1 Bilinguals' creativity in ESL English -- 7.3.2 Bilinguals' creativity in EFL English -- 7.3.3 Deficiency (in EFL/ESL English) -- 7.3.4 Difference (in ELF English) -- 7.4 Deliberate metaphors -- 7.4.1 Identifying deliberate metaphors -- 7.4.2 NICLE Deliberate metaphors: An overview -- 7.4.3 Extended metaphors -- 7.4.4 Mflags -- 7.4.5 Defective 'A = B' metaphors -- 7.4.6 Bridge metaphors -- 7.4.7 S-quotes -- 7.5 Novel metaphors -- 7.5.1 NICLE novel metaphors: An overview -- 7.5.2 L1 transfer and novelty -- 7.5.3 L1 transfer in NICLE -- 7.5.4 Other motivations for novel metaphor production -- 7.6 Concluding remarks -- 8. Prepositions -- 8.1 Traditional perspectives on prepositions and learner acquisition -- 8.2 Prepositions and metaphorical analysis -- 8.2.1 Crosslinguistic perspective on metaphorical use of prepositions -- 8.3 The basic meaning of prepositions -- 8.4 Crosslinguistic correspondence of basic meanings -- 8.5 Overview of prepositions in NICLE and LOCNESS -- 8.5.1 Congruence between L1 and L2 -- 8.6 Case studies: 'to' and 'on' -- 8.7 Concluding remarks -- Conclusions -- Appendix -- References -- Non-English references -- Corpora and corpus tools -- Dictionaries.

Documents -- Miscellaneous -- Name index -- Subject index.