Rafael Alejo-González is Associate Professor of English at the University of Extremadura, Spain.

• Acknowledgements1: Metaphor and Corpus LinguisticsIntroductionIntroduction to a cognitive-linguistic approach to metaphorMetaphor in thought vs metaphor in languageLinguistic approaches to metaphor: basic context for a corpus-linguistic methodologyMain research perspectives to naturally occurring metaphorsCorpus dataSample identification methodsAutomated metaphor searchingCensus identification methods: corpora fully tagged for metaphorConclusionNoteReferences2: English as a Medium of InstructionEnglish as a lingua francaEnglish taught programmes in higher educationDefining EMI: distinctive traitsMetaphor in EMIMetaphor in academic EnglishMetaphor in language teachingMetaphor in L2 acquisitionMetaphor in ELFConclusionReferences3: Introducing the MetCLIL corpusExplaining the need for MetCLILStructure of the corpus: description of recorded eventsSection A: EMI provision in Southern EuropeSection B: EMI provision in North and Central EuropeDescribing participantsNumber of participantsDemographic dataInternationalisationEnglish proficiencyUsing MetCLIL onlineConclusionNotesReferences4: Building MetCLILCriteria used in building METCLILSizeRepresentativenessAuthenticityBalanceMain design features: key MetCLIL variablesGenreInstitutions and countriesParticipantsData CollectionRecruitmentRecordingResults of data collectionTranscriptionIntroductionNon-verbal dataVerbal dataAdded information: contextual and structural mark-upAnonymisationTokenisationPart of speech mark-upConclusionNotes References5: Metaphor taggingIntroduction to metaphor identification methodsMetaphor Identification Procedure (MIP)Metaphor Identification Procedure Vrije University (MIPVU)Particular cases of metaphor analysisDetermining lexical unitsConclusionNotesReferences6: Quantifying metaphor use. The role of external variablesQuantitative methods in the study of metaphorQuantitative studies in register and genre variationMetaphor density in MetCLILVariation in MetCLILConclusionReferences7: Individual variablesIndividual variables in metaphor useL2 metaphor useMetaphorical competenceMetaphor in L2 productionL1 induced variation: the role of transferSpeaker’s roleAnalysis of individual variables in MetCLILL2 proficiency in MetCLILL1-induced variationComparing the metaphor production of lecturers and learnersConclusionReferences8: Exemplary study of speech metaphors: Corpus exploration of a target domainCorpus studies of speech metaphorsIntroductionBackgroundThe importance of speech in the seminars: a keyword analysisLiteral vs metaphorical speechSpeech or pitchLiteral speechMetaphorical speechAn analysis of source domains for speech metaphorsMotionVisual metaphorsConstructionTransferStorytellingConclusionFinal recapitulation and suggestions for further researchReferencesAppendicesIndex

Rafael Alejo-González is Associate Professor of English at the University of Extremadura, Spain.

• Acknowledgements1: Metaphor and Corpus LinguisticsIntroductionIntroduction to a cognitive-linguistic approach to metaphorMetaphor in thought vs metaphor in languageLinguistic approaches to metaphor: basic context for a corpus-linguistic methodologyMain research perspectives to naturally occurring metaphorsCorpus dataSample identification methodsAutomated metaphor searchingCensus identification methods: corpora fully tagged for metaphorConclusionNoteReferences2: English as a Medium of InstructionEnglish as a lingua francaEnglish taught programmes in higher educationDefining EMI: distinctive traitsMetaphor in EMIMetaphor in academic EnglishMetaphor in language teachingMetaphor in L2 acquisitionMetaphor in ELFConclusionReferences3: Introducing the MetCLIL corpusExplaining the need for MetCLILStructure of the corpus: description of recorded eventsSection A: EMI provision in Southern EuropeSection B: EMI provision in North and Central EuropeDescribing participantsNumber of participantsDemographic dataInternationalisationEnglish proficiencyUsing MetCLIL onlineConclusionNotesReferences4: Building MetCLILCriteria used in building METCLILSizeRepresentativenessAuthenticityBalanceMain design features: key MetCLIL variablesGenreInstitutions and countriesParticipantsData CollectionRecruitmentRecordingResults of data collectionTranscriptionIntroductionNon-verbal dataVerbal dataAdded information: contextual and structural mark-upAnonymisationTokenisationPart of speech mark-upConclusionNotes References5: Metaphor taggingIntroduction to metaphor identification methodsMetaphor Identification Procedure (MIP)Metaphor Identification Procedure Vrije University (MIPVU)Particular cases of metaphor analysisDetermining lexical unitsConclusionNotesReferences6: Quantifying metaphor use. The role of external variablesQuantitative methods in the study of metaphorQuantitative studies in register and genre variationMetaphor density in MetCLILVariation in MetCLILConclusionReferences7: Individual variablesIndividual variables in metaphor useL2 metaphor useMetaphorical competenceMetaphor in L2 productionL1 induced variation: the role of transferSpeaker’s roleAnalysis of individual variables in MetCLILL2 proficiency in MetCLILL1-induced variationComparing the metaphor production of lecturers and learnersConclusionReferences8: Exemplary study of speech metaphors: Corpus exploration of a target domainCorpus studies of speech metaphorsIntroductionBackgroundThe importance of speech in the seminars: a keyword analysisLiteral vs metaphorical speechSpeech or pitchLiteral speechMetaphorical speechAn analysis of source domains for speech metaphorsMotionVisual metaphorsConstructionTransferStorytellingConclusionFinal recapitulation and suggestions for further researchReferencesAppendicesIndex