This study investigated the differences in the expression of numerical motion metaphors in English and Spanish. We evaluated 1472 English-to-Spanish translations in which a manner of motion verb (e.g., skyrocket, plummet) was used to metaphorically express numerical change (e.g., unemployment is skyrocketing). For each of the translations, we annotated (1) the type of metaphor used in Spanish, (2) whether the manner of motion and path information was present in Spanish, and (3) whether the path and manner information in Spanish were conflated in a single word or indicated via adjuncts. There were three main findings. First, Spanish translations shifted from the motion domain to a quantity domain in almost half of the translations (e.g., skyrocket translated as aumentar, Eng. increase). Second, Spanish translations omitted manner of motion in half of the cases (e.g., prices surging translated as alza de los precios, Eng. rise in prices). Third, the path of motion was always present in the Spanish translations. This translation analysis provides evidence that the typological differences reported for the encoding of literal motion are also observed in the expression of numerical, metaphorical motion and that the choice of metaphorical mappings depends on language typology.

Prosody and gesture are two known cues for expressing information structure by emphasising new or important elements in spoken discourse while attenuating given information. Applying this potentially multimodal form-meaning mapping to a foreign language may be difficult for learners. This study investigates how native speakers and language learners use prosodic prominence and head gestures to differentiate levels of givenness.

Twenty-five Catalan learners of French and 19 native French speakers were video-recorded during a short spontaneous narrative task. Participants’ oral productions were annotated for information status, perceived prominence, pitch accents, and head gesture types. Results show that given information in French is multimodally less marked than new-er information and is accordingly perceived as less prominent. Our findings indicate that Catalan learners of French mark given information more frequently than native speakers and may transfer their use of low pitch accents to their second language (L2). The data also show that the use of head gestures depends on the presence of prosodic marking, calling into question the assumption that prosody and gesture have balanced functional roles. Finally, the type of head gesture does not appear to play a significant role in marking information status.