The Role of Metonymy in Teaching the Spanish Verbal System to L2/FL Learners of Spanish

This paper explores the application of conceptual metonymy (Lakoff, 1987; Ruiz de Mendoza, 2000; Langacker, 2009; Panther, Thornburg and Barcelona, 2013) in development pedagogical resources for teaching Spanish verbal system to L2/FL learners. To this end, a description is given advantages introducing inferential reasoning using based on certain principles taken from Cognitive Grammar model (Langacker, 1987, 1991, 2000, 2001, 2008, 2009) grammar materials — both descriptions activities. We focus tense uses that involve metonymic processes, particularly, meaning extensions two past tenses: (1) actional stative verbs when conveyed pretérito indefinido (preterit), as Pudimos comprar la casa 'We could buy house', metonymically extended Compramos bought house'; (2) distancing use (uso citativo) imperfecto (imperfect) referring current facts, ¿Cómo te llamabas? (How PRO.REFL.2SG call.IPFV.PST.2SG?) 'What was your name again?', which (Se me ha dicho/No recuerdo/No he oído) cómo llamas [('I have been told/I can't recall/I couldn't hear') how call.PRES.2SG]. In order discuss kind contribution standpoint can make system, potential some techniques explored terms (a) metaphorical descriptions, (b) consciousness-raising paraphrase exercises focused indeterminacy, (c) network building (dynamic) images show variable construals grammatical