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Journal articles on the topic 'Linguistics; metaphors'
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1
Sullivan, Karen. "Integrating constructional semantics and conceptual metaphor." Constructions and Frames 8, no. 2 (2016): 141–65. http://dx.doi.org/10.1075/cf.8.2.02sul.
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Conceptual Metaphor Theory (CMT) aims to represent the conceptual structure of metaphors rather than the structure of metaphoric language. The theory does not explain which aspects of metaphoric language evoke which conceptual structures, for example. However, other theories within cognitive linguistics may be better suited to this task. These theories, once integrated, should make building a unified model of both the conceptual and linguistic aspects of metaphor possible. First, constructional approaches to syntax provide an explanation of how particular constructional slots are associated with different functions in evoking metaphor. Cognitive Grammar is especially effective in this regard. Second, Frame Semantics helps explain how the words or phrases that fill the relevant constructional slots evoke the source and target domains of metaphor. Though these theories do not yet integrate seamlessly, their combination already offers explanatory benefits, such as allowing generalizations across metaphoric and non-metaphoric language, and identifying the words that play a role in evoking metaphors, for example.
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Galera Masegosa, Alicia, and Aneider Iza Erviti. "Conceptual complexity in metaphorical resemblance operations revisited." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 28, no. 1 (2015): 97–117. http://dx.doi.org/10.1075/resla.28.1.05gal.
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The present article is concerned with the analysis of so-called metaphoric resemblance operations. Our corpus of animal metaphors, as representative of resemblance metaphors, reveals that there are complex cognitive operations other than simple one-correspondence mappings that are necessary to understand the interpretation process of the selected expressions (which include metaphor and simile). We have identified a strong underlying situational component in many of the examples under scrutiny, which requires the metonymic expansion of the metaphoric source. Additionally, metaphoric amalgams (understood as the combination of the conceptual material from two or more metaphors) and high-level metonymy in interaction with low-level metaphor are also essential for the analysis of animal metaphors.
3
Ferreira, Luciane Corrêa. "Applying corpus linguistics methodology to psycholinguistics research." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 26, spe (2010): 545–69. http://dx.doi.org/10.1590/s0102-44502010000300008.
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This study concerns the use of corpus linguistics methodology in psycholinguistics research. Ten linguistic metaphors were selected from English and American newspapers. After that, we identified the underlying conceptual metaphor based on the conceptual metaphor inventory by Lakoff and Johnson (1980, 1999). We seek to investigate what sort of knowledge EFL-learners use when trying to understand a linguistic metaphor. We examined how EFL-learners comprehend linguistic metaphors, firstly without using the context and then using the context. The sample comprised 221 Brazilian students and 16 American students at UCSC. We have also carried out an empirical research using WebCorp.
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Sweetser, Eve, and Karen Sullivan. "Minimalist metaphors." English Text Construction 5, no. 2 (2012): 153–73. http://dx.doi.org/10.1075/etc.5.2.01swe.
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We suggest that the impact of metaphoric language does not depend entirely on the conceptual metaphor that is evoked, nor on the form the metaphoric language takes, but also on the steps involved in evoking a given metaphor. This is especially apparent in minimalist poetry. Readers are given hints, cultural conventions, or no guidance at all, on how to fill in missing metaphoric domains and mappings. We place minimalist metaphors at the “effortful” end of the cline proposed by Stockwell (1992), and suggest that the other end can be associated with maximalist metaphors, which corral the reader into a highly specific interpretation. The degree of minimalism or maximalism depends on the specific mappings that are linguistically indicated, the degree of conventionalization of the metaphor, and reliance on cultural background knowledge.
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Feodorov, Aleksandar. "Peirce’s garden of forking metaphors." Sign Systems Studies 46, no. 2/3 (2018): 188–215. http://dx.doi.org/10.12697/sss.2018.46.2-3.01.
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The philosophic system of the founder of pragmatism Charles Sanders Peirce is rarely grasped from the point of view of its metaphoric usage. However, some of his most original yet often misunderstood and contested ideas such as those of ‘matter as effete mind’ and ‘the play of musement’ are metaphoric representations. In the present paper I am offering a new way to discuss the role of metaphors in Peirce’s philosophy by taking a twofold approach to the problem. On the one hand, metaphor itself becomes an object of inquiry. I touch upon the appearances of metaphoric thinking at the level of his classes of signs and metaphor’s relation to abductive inference. I trace those appearances in the process of their becoming from the spontaneity of Firstness towards the actuality of Secondness via the generalizing effects of Thirdness. Then I propose a flexible graphic model of metaphor that is parallel to Peirce’s inherent evolutionism. This model is seen as a “gentle” methodological tool for deriving meaning. To illustrate its applicability I include a playful nod to the literary works of Jorge Luis Borges to show how hard logical thought and aesthetic beauty complement each other.
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Sardinha, Tony Berber. "Metaphor and Corpus Linguistics." Revista Brasileira de Linguística Aplicada 11, no. 2 (2011): 329–60. http://dx.doi.org/10.1590/s1984-63982011000200004.
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In this paper, I look at four different aspects of metaphor research from a corpus linguistic perspective, namely: (1) the lexicogrammar of metaphors, which refers to the patterning of linguistic metaphor revealed by corpus analysis; (2) metaphor probabilities, which is a facet of metaphor that emerges from frequency-based studies of metaphor; (3) dimensions of metaphor variation, or the search for systematic parameters of variation in metaphor use across different registers; and (4) automated metaphor retrieval, which relates to the development of software to help identify metaphors in corpora. I argue that these four aspects are interrelated, and that advances in one of them can drive changes in the others.
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Gibbs, Raymond W. "Are ‘deliberate’ metaphors really deliberate?" Metaphor and the Social World 1, no. 1 (2011): 26–52. http://dx.doi.org/10.1075/msw.1.1.03gib.
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Some metaphor scholars have proposed that certain notable metaphorical expressions in speech and writing may have been deliberately composed, and quite consciously employed for their special rhetorical purposes. Deliberate metaphors are different from conventional ones, which are typically produced automatically and thoughtlessly, something that speakers and listeners, authors and readers, tacitly recognize when they engage in metaphoric discourse. This article explores some of these common assumptions about deliberate metaphor in light of contemporary research in cognitive science on meaning, consciousness and human action. My claim is that deliberate metaphors, contrary to the popular view, may not be as ‘deliberate’ in their creation and use as is traditionally believed, and therefore are not essentially different from other forms of metaphoric language. Moreover, engaging in deliberative thought processes is often exactly the wrong way to create novel, apt verbal metaphors.
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Mathieson, Fiona, Jennifer Jordan, and Maria Stubbe. "Recent applications of metaphor research in cognitive behaviour therapy." Metaphor in Mental Healthcare 10, no. 2 (2020): 199–213. http://dx.doi.org/10.1075/msw.00003.mat.
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Abstract Metaphors are common in psychotherapy. The last decade has seen increasing interest in the use of metaphor in cognitive behaviour therapy (CBT), with attention to client metaphors being asserted as a way of enhancing CBT. However, prior to this current research there was very little research on the use of metaphor in CBT sessions, and no studies have examined how to train therapists in this skill. This article discusses four studies that provide a preliminary empirical basis for the exploration of metaphors in CBT. The first study evaluated the reliability and utility of an approach to metaphor identification. The second study explored how clients and therapists co-construct metaphors, contributing to development of a shared language in early therapy sessions and identified a range of responses to each other’s metaphors. The third study explored the effect of training CBT therapists to intentionally bring client metaphors into case conceptualisations in terms of building therapeutic alliance and collaboration, along with an exploration of preference for metaphoric language. The fourth study explored the impact of the metaphor training on therapist confidence, awareness and use of metaphors, based on therapist self-report ratings and reflections on their ongoing application of learning over a three month period. These findings suggest that it is possibly to conduct empirical research on metaphor in CBT, with metaphor having potential as an important therapy process1 variable.
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Cavazzana, Alessandro, and Marianna Bolognesi. "Uncanny resemblance." Cognitive Linguistic Studies 7, no. 1 (2020): 31–57. http://dx.doi.org/10.1075/cogls.00048.cav.
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Abstract What is the relation between the three following elements: words, pictures, and conceptual representations? And how do these three elements work, in defining and explaining metaphors? These are the questions that we tackle in our interdisciplinary contribution, which moves across cognitive linguistics, cognitive sciences, philosophy and semiotics. Within the cognitive linguistic tradition, scholars have assumed that there are equivalent and comparable structures characterizing the way in which metaphor works in language and in pictures. In this paper we analyze contextual visual metaphors, which are considered to be the most complex ones, and we compare them to those that in language are called indirect metaphors. Our proposal is that a syllogistic mechanism of comprehension permeates both metaphors expressed in the verbal modality as well as metaphors expressed in the pictorial modality. While in the verbal modality the metaphoric syllogism is solved by inference, we argue that in the pictorial modality the role of inference is performed through mental imagery.
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Tay, Dennis. "At the heart of cognition, communication, and language." Metaphor and the Social World 4, no. 1 (2014): 48–64. http://dx.doi.org/10.1075/msw.4.1.03tay.
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Cognitive, communicative, and linguistic forces have been theorized to inhere in all metaphor use in real world contexts, with Steen (2011) describing these forces as constitutive and interacting ‘dimensions’ of metaphor. This paper proposes that cognition, communication, and language should be seen not just as crucial dimensions of individual metaphoric utterances, but also of their circumstances and contexts of use. In other words, purposive real world discourse activities impose various demands of a cognitive, communicative, and linguistic nature on speakers, and these shape the characteristics of metaphors used in definitive ways. I characterize the discourse activity of psychotherapy along the three dimensions, and show how the strategic use and management of metaphors in psychotherapy is, and ought to be, determined by interacting cognitive, communicative, and linguistic considerations. From this, I suggest that the effectiveness of therapeutic metaphors can be evaluated in terms of their “discourse career” (Steen, 2011, p. 54) over a series of therapy sessions. I conclude by highlighting the value of psychotherapy to metaphor study, and of metaphor study to psychotherapeutic practice.
11
Li, Didi, and Daojia Chi. "A Sweet and Painful Emotional Experience: Love Metaphors from a Cross-Cultural Perspective." International Journal of English Linguistics 10, no. 6 (2020): 137. http://dx.doi.org/10.5539/ijel.v10n6p137.
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More and more researchers have begun to study the conceptual metaphor from the perspective of cognitive linguistics, and to connect the metaphor with language, culture and people’s lives. The Emotional metaphor is an important aspect of cognitive linguistics, and love is an important emotion shared by all human beings. The study is an attempt to examine and compare how metaphorical expressions of love are employed in the texts of English and in the Chinese literary texts. The findings show that several love metaphors are shared in English texts and in Chinese literary texts that are based on common cognitive experiences. However, although many other different cultures also influence the linguistic expressions related to love metaphors, this study identifies specific love metaphors unique to English texts and to Chinese literary texts.
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Ntabo, Victor, and George Ogal Ouma. "A Metaphoric Analysis of Miriri’s Ekegusii Pop Song Ebunda." International Journal of English and Comparative Literary Studies 2, no. 1 (2021): 24–33. http://dx.doi.org/10.47631/ijecls.v2i1.163.
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The study undertakes a metaphoric analysis of the animal metaphors in Miriri’s Ekegusii pop song “Ebunda” (a donkey) to reveal meaning. The meaning of the animal metaphors in the song might be elusive to the majority of the fans because metaphor is principally a matter of thought and action which is often situated in a specific context. The study employed the descriptive research design to describe the metaphors as used in the song. First, four coders (including the researchers) were employed to identify the metaphors in the song through the Metaphor Identification Procedure Vrije Universiteit. Secondly, the metaphors in the song were classified into animal metaphors based on the levels of the principle of Great Chain of Being metaphor (GCBM). The animal metaphors in “Ebunda” were then explained using the Conceptual Metaphor Theory. The study reveals that animals are stratified source domains used to effectively conceptualize human beings as highlighted in the song. In addition, the animal metaphors in “Ebunda” are used on a cognitive basis to reveal the perceptions Abagusii (the native speakers of Ekegusii) have about some animals in society. Metaphors are crucial ways of communication and are best explained using the Cognitive Linguistics paradigm.
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Bolognesi, Marianna, and Laura Aina. "Similarity is closeness: Using distributional semantic spaces to model similarity in visual and linguistic metaphors." Corpus Linguistics and Linguistic Theory 15, no. 1 (2019): 101–37. http://dx.doi.org/10.1515/cllt-2016-0061.
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Abstract The semantic similarity that characterizes two terms aligned in a metaphor is here analysed through a corpus-based distributional semantic space. We compare and contrast two samples of metaphors, representative of visual and linguistic modality of expressions respectively. Popular theories of metaphor claim that metaphors transcend their modality to influence conceptual structures, thus suggesting that different modalities of expression would typically express the same conceptual metaphors. However, we show substantial differences in the degree of similarity captured by the distributional semantic space with regard to the modality of expression (higher similarity for linguistic metaphors than for visual ones). We argue that this is due to two possible variables: Conventionality (linguistic metaphors are typically conventional, while visual are not) and Complexity (visual metaphors have modality-specific inner complexities that penalize the degree of similarity between metaphor terms captured by a language-based model). Finally, we compare the similarity scores of our original formulations with those obtained from different possible verbalizations of the same metaphors (acquired by replacing the metaphor terms with their semantic neighbours). We show that while this operation does not affect the average similarity between metaphor terms for visual metaphors, the similarity changes significantly in linguistic metaphors. These results are discussed here.
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Thi Vu, Viet-Anh, and Thu Nguyen Thi Hong. "Ontological Cognitive Metaphor of Love in English Songs of the Late 20th Century from Cognitive Perspective." International Journal of Language and Literary Studies 2, no. 2 (2020): 30–44. http://dx.doi.org/10.36892/ijlls.v2i2.254.
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The paper provides an overview of the linguistic theory relevant to cognitive metaphor and shed light into ontological metaphors of love in songs. The writer found out typical metaphorical images of love in the famous English love songs of the late 20th century from cognitive prospective. There are 86 cited sentences from 68 love songs used with 16 metaphorical expressions of three types of metaphor: structural metaphors, orientational metaphors and ontological metaphors in which ontological metaphor was focused to analyze. That how these metaphorical images are explored in the songs with the cognitive and rhetorical value can offer a new look into literary and linguistics. In addition, the writer recommends strategies in finding out, comprehending and analyzing this type of metaphor in various contexts as well as suggests some suitable ways for readers to apply metaphor in writing texts more effectively.
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Demaecker, Christine. "Wine-tasting metaphors and their translation." Food and terminology 23, no. 1 (2017): 113–31. http://dx.doi.org/10.1075/term.23.1.05dem.
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In winespeak, metaphors are a real challenge for the translator. Indeed, many metaphoric expressions cannot be found in dictionaries and their true meaning is not defined. The only basis for their translation seems to be the conceptual basis they are built upon. Indeed, wine tasting metaphors are linguistic realisations of conceptual metaphors, with mappings from well-known domains used to understand and communicate the intangible experience of taste. Various conceptual metaphors appear in the same tasting note, creating a complex blend, or conceptual integration pattern. So the translation procedures generally put forward in translation studies, based on the linguistic conception of metaphor, appear inappropriate. The cognitive translation hypothesis offers a good basis to compare source and target text wine-tasting metaphors.
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Smolianina, Elena, and Irina Morozova. "Metaphors in “The Elements of Language” by E.Sapir." Contemporary Educational Researches Journal 5, no. 2 (2016): 62. http://dx.doi.org/10.18844/cerj.v5i2.236.
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The research is aimed at identifying metaphors and building metaphorical models underlying the scientific article on linguistics "The Elements of Language" by E.Sapir on the grounds of cognitive linguistics. It also provides classification and analysis of the metaphors used in the scientific text under question and correlation of the researcher's metaphorical models with the core ones in Linguistics. The methodology is based on the cognitive principle that each scientific text has a sense productive structure, derivative from a scientific cognitive and communicative situation, with particular stages of sense development represented in all subtexts of the scientific text. Cognitive and linguistic analyses are procedures used to identify the subtexts, metaphors (Steen 2002), to analyse and classify the latter and to build metaphorical models. The analysis revealed that E.Sapir uses mostly three kinds of metaphors: dead, conventional scientific and original (his own). Dead metaphors dominate in all the subtexts of the article. The most frequent and sense developing metaphorical models are the ones referring to Human and Nature and to Human and Results of Labour. Keywords: metaphor, metaphorical model, scientific text, subtext, linguistics, sapir
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Mey, Jacob L. "Metaphors and activity." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 22, spe (2006): 45–65. http://dx.doi.org/10.1590/s0102-44502006000300005.
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This paper considers metaphor as a kind of activity in the spirit of Levinson's 'Activity Types' or of Mey's 'Pragmatic Acts'. Contrary to what has been suggested in the literature, metaphors neither belong exclusively to the domain of abstract reasoning (such as by analogy; Max Black), nor are they merely linguistic and/or psychological processes (of cognition; George Lakoff). Metaphors do not originate and live in the brain only, neither do they exclusively belong to some conceptual domain from which they can establish relations to other domains, or blend with them. Metaphors are primarily pragmatic activities.In my contribution, I will concentrate on the pragmatics of what is called 'embodiment': while metaphors represent, respectively support or illustrate, an activity that is performed by the total human being, the body part of the metaphoric deal is often neglected. Yet, as many researchers in the humanities and the sciences have shown, the role of the body in solving problems through appropriate metaphoring cannot be overestimated. An embodied perspective on thought, and especially on metaphor, will allow us to form a better understanding of the things we do with words, when we use words to do things.
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Gutiérrez Pérez, Regina. "Teaching Conceptual Metaphors to EFL Learners in the European Space of Higher Education." European Journal of Applied Linguistics 5, no. 1 (2017): 87–114. http://dx.doi.org/10.1515/eujal-2015-0036.
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AbstractThe CEFR encourages a more effective international communication. Given that effective communication in a L2 involves the ability to use metaphors, this figure becomes of prime importance to the teaching of languages. The present study applies a methodology for teaching English metaphors and idioms following the tenets of Cognitive Linguistics (CL). It argues the importance of “metaphoric competence”, and, by a conceptual metaphor awareness method, it advocates the usefulness of teaching metaphors and idioms and its explicit inclusion in a language syllabus aimed at increasing proficiency in L2. This conceptual basis for language is almost entirely unavailable to L2 learners in course books and reference materials. This paper reviews the scope of metaphor and metaphoric competence in the context of second-language teaching and learning, and provides some tips on how to teach metaphors and idioms effectively in a foreign language context. By analizing the systematicity and experiential basis of the expressions subject of study, it offers some pedagogical suggestions and teaching material that can facilitate the acquisition of idiomatic expressions by raising awareness of the conceptual metaphors that underlie them.
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Lutai, Natalia, and Tetiana Besarab. "METAPHOR RESEARCH IN COGNITIVE LINGUISTICS." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 10(78) (2020): 21–25. http://dx.doi.org/10.25264/2519-2558-2020-10(78)-21-25.
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The article emphasizes the fact that within the past decades there has been a significant interest to studying of metaphors, the main reason awakening it is associated with studies conducted in the field of cognitive linguistics. Many scientists who are engaged in cognitive linguistics consider the metaphor not only as a part of the language, but as well as a fundamental part of the way of human thinking, reasoning and imagination. To some extent this statement has been confirmed by a huge number of empirical studies carried out in this area of linguistics recently. The main purpose of this article is to describe the empirical foundations of cognitive linguistic research related to metaphors, to acknowledge various critical remarks regarding works on essential issues in this area, as well as weaknesses in the concept of metaphor represented by cognitive linguists, Plus, some urgent challenges that are to be resolved to define the subsequent research concerning the part of metaphors in language, thinking and culture have been enlightened. It has been pointed out that cognitive linguists, like scientists from any other academic field, are limited in their work owing to the empirical methods they use, for example, when discussing specific theories of language and thinking.
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Gibbs, Raymond W., and Elaine Chen. "Metaphor and the automatic mind." Metaphor and the Social World 8, no. 1 (2018): 40–63. http://dx.doi.org/10.1075/msw.16026.gib.
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Abstract When people produce or understand verbal metaphors, and metaphoric gestures, do they do so automatically or with conscious deliberation? Metaphor scholars widely recognize that the answer to this question depends on several factors, including the specific kind of metaphor that was produced or understood. But many scholars assume that the automatic use of metaphor involves the simple retrieval of its figurative meaning, without having to draw any cross-domain mappings. We argue that automaticity in behavior, such as when using verbal metaphors, actually involves many complex embodied and conceptual processes, even if these may operate quickly and without conscious attention. This article reviews the evidence for this claim, and considers other attempts to explore automaticity in metaphoric experiences, such as in 20th-century automatic writing practices. Our argument provides another set of reasons, from cognitive science research, to reject simplistic assumptions that automatic metaphor behavior is necessarily different in kind from more conscious metaphor use and understanding.
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Parshak, Kateryna, and Yaroslava Kalynovska. "SEMANTIC-FUNCTIONAL CHARACTERISTICS OF CONCEPTUAL METAPHOR IN THE LANGUAGE OF WORKS OF POSTMODERNISTS POETS." Bulletin of Taras Shevchenko National University of Kyiv. Literary Studies. Linguistics. Folklore Studies, no. 29 (2021): 24–26. http://dx.doi.org/10.17721/1728-2659.2021.29.6.
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The article is devoted to the study of the peculiarities of the functioning and creation of metaphors in the poetry of Oksana Zabuzhko, Yuri Izdrik and Serhiy Zhadan. The main contradiction in the understanding of metaphor lies in the ambiguous essence of this phenomenon: on the one and, metaphor is a means of speech, a linguistic unit, and on the other – it belongs to the figurative figures of language. A number of linguistic works in both Ukrainian and foreign linguistics are devoted to the study of metaphors. In particular, the language metaphor became the subject of scientific interest of N. Harutyunova; metaphor, its nature and role in language, and speech were studied by A. Gavrilyuk, the means of expression of metaphor became the main topic of research G. Sklyarevskaya and others. One of the important problems of linguistic stylistics is the study of the linguistic personality of writers, whose works are one of the stylistic sources of development of Ukrainian poetic language, so the importance of metaphor in poetic texts remains a relevant object of modern linguistic studies. The purpose of the article is to determine the features of semantics and the functioning of conceptual-semantic and structural-grammatical types of metaphors in the collections "Second Attempt" by Oksana Zabuzhko, "Quote Book" by Serhiy Zhadan and "Lazy and Gentle" by Yuri Izdryk. In accordance with the purpose, the following research methods were used: descriptive, using the methods of comparison and observation, as well as external and internal interpretation of linguistic material to determine the associations underlying metaphorical transference, contextual, conceptual and semasiological to analyze metaphor in the context of a poetry of postmodern writers. The article also clarifies the concept of metaphor and establishes its feature as a semantic linguistic unit. The focus is on the classification of metaphors used in the works of postmodern poets. The stylistic role and functions of language metaphors in poetic texts are investigated. This article can be used for further research in the field of conceptual metaphors in novel or poems.
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David, Oana, George Lakoff, and Elise Stickles. "Cascades in metaphor and grammar." Constructions and Frames 8, no. 2 (2016): 214–55. http://dx.doi.org/10.1075/cf.8.2.04dav.
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Public discourse on highly charged, complex social and political issues is extensive, with millions of sentences available for analysis. It is also rife with metaphors that manifest vast numbers of novel metaphoric expressions. More and more, to understand such issues, to see who is saying what and why, we require big data and statistically-based analysis of such corpora. However, statistically-based data processing alone cannot do all the work. The MetaNet (MN) project has developed an analysis method that formalizes existing insights about the conceptual metaphors underlying linguistic expressions into a computationally tractable mechanism for automatically discovering new metaphoric expressions in texts. The ontology used for this computational method is organized in terms of metaphor cascades, i.e. pre-existing packages of hierarchically organized primary and general metaphors that occur together. The current paper describes the architecture of metaphor-to-metaphor relations built into this system. MN’s methodology represents a proof of concept for a novel way of performing metaphor analysis. It does so by applying the method to one particular domain of social interest, namely the gun debate in American political discourse. Though well aware that such an approach cannot replace a thorough cognitive, sociological, and political analysis, this paper offers examples that show how a cascade theory of metaphor and grammar helps automated data analysis in many ways.
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Wang, Yanwei. "Book Review." International Journal of Translation, Interpretation, and Applied Linguistics 3, no. 2 (2021): 51–56. http://dx.doi.org/10.4018/ijtial.20210701.oa5.
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The significance of Patterson's work Understanding Metaphor Through Corpora: A Case Study of Metaphors in Nineteenth Century Writing is that only through corpus linguistics have we been able to apply real empirical evidence to our arguments of what metaphor is. By demonstrating that metaphor is supposed to be approached from a linguistic perspective along with a psycholinguistic one, Patterson succeeds in drawing readers' attention to the efficacy and the benefits of combining corpus linguistic methodology with the theory of lexical priming. Thus, the volume is an essential reader for students and researchers in corpus linguistics, metaphor studies, lexicography, semantics, and pragmatics.
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MacArthur, Fiona, and Jeannette Littlemore. "On the repetition of words with the potential for metaphoric extension in conversations between native and non-native speakers of English." Metaphor and the Social World 1, no. 2 (2011): 201–39. http://dx.doi.org/10.1075/msw.1.2.05mac.
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Although quite a lot is known about the way that non-native speakers of English may interpret and produce metaphors in their second language, we know little about metaphor use in face-to-face conversation between primary and secondary speakers of English. In this article we explore the use of metaphors in two types of conversational data: one elicited in a semi-structured interview format, the other consisting of naturally occurring conversations involving one non-native speaker in dialogue with various native speakers. We found that although native speakers’ use of metaphor was occasionally problematic for the interaction, metaphor also afforded opportunities for topic development in these conversations. The repetition of a word with the potential for metaphoric extension was a particularly valuable strategy used by non-native speakers in these conversations in constructing their coherent contributions to the discourse. In contrast, the use of phraseological metaphors (often the focus of activities aimed at fostering second language learners’ mastery of conventional English metaphors) did not contribute to the joint construction of meanings in these circumstances. We discuss the role of high frequency vocabulary in these conversations and some implications for further research.
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Heywood, John, Elena Semino, and Mick Short. "Linguistic metaphor identification in two extracts from novels." Language and Literature: International Journal of Stylistics 11, no. 1 (2002): 35–54. http://dx.doi.org/10.1177/096394700201100104.
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This article examines a series of issues involved in identifying metaphors in texts. Metaphor identification is, in turn, a fundamental part of the more complex issue of how to relate linguistic metaphors in texts to the conceptual metaphors of cognitive metaphor theory. In section 1 we list a number of general issues involved in metaphor identification. In sections 2 and 3 we examine two short fictional extracts from novels written in the 1990s (one from popular fiction and one from serious fiction), relating our detailed analyses to the general questions raised at the beginning of the article. We thus raise and exemplify a series of issues which do not have easy resolutions but which must be grasped (a) if a corpus-based approach to metaphor is to become a reality and (b) if the relations between conceptual and linguistic metaphors are to be fully understood. Interestingly, this attempt to be extremely detailed and systematic in turn leads us to comment on differences in aesthetic effects between the use of metaphors in the two extracts examined.
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Sardinha, Tony Berber. "Metaphor in corpora: a corpus-driven analysis of Applied Linguistics dissertations." Revista Brasileira de Linguística Aplicada 7, no. 1 (2007): 11–35. http://dx.doi.org/10.1590/s1984-63982007000100002.
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This study develops a methodology for finding metaphors in corpora. The procedure is based on the wish that, without a prior list of metaphors, the computer would provide a number of possible metaphor candidates. The methodology works by selecting an initial pool of word types in the corpus, finding shared collocates between pairs of those words and then computing a semantic distance measure for those word pairs which have a requisite number of mutual collocates. Cases which satisfy these criteria were then concordanced and interpreted. This methodology was applied to a corpus of MA dissertations in Applied Linguistics, completed in Brazil. The paper highlights the importance of the use of metaphors by novice Applied Linguistic researchers.
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Núñez, Alexandra, Malte Gerloff, Erik-Lân Do Dinh, Andrea Rapp, Petra Gehring, and Iryna Gurevych. "A ‘wind of change’—shaping public opinion of the Arab Spring using metaphors." Digital Scholarship in the Humanities 34, Supplement_1 (2018): i142—i149. http://dx.doi.org/10.1093/llc/fqy058.
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Abstract Newspapers create publicity, draw attention to topics, and try to gain thematic acceptance from the reader. To achieve this, they use linguistic strategies and select culturally and historically evolved encyclopedic knowledge sources. In our pilot study we explore the presentation of the events in the Middle East–North African region between December 2010 and November 2011 that were soon metaphorically framed as the Arab Spring. To this end, we use a text corpus consisting of 300 opinion pieces from five national German newspapers. To get access to the conceptual knowledge structure and the linguistic strategies, we combine text mining methods and cognitive linguistics. We focus on conceptual metaphors (Lakoff and Johnson, 1980) and their binary source–target structure, where the source domain reveals the underlying conceptual knowledge structures of the speaker. This research focus is justified by the omnipresence of political abstract nouns and by the consistency of metaphors—in particular, genitive metaphor constructions—within the corpus. We first annotate parts of our corpus for such metaphors. Then, additional genitive metaphors are automatically extracted using an adapted metaphor detection system. Finally, we use a clustering algorithm to group the metaphors by source domain. In the following manual cluster analysis, we show that conceptual metaphors are being used throughout the corpus in a systematic way to implicitly categorize and assess the Arab Spring.
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Hutchinson, Sterling, and Max Louwerse. "Language statistics and individual differences in processing primary metaphors." Cognitive Linguistics 24, no. 4 (2013): 667–87. http://dx.doi.org/10.1515/cog-2013-0023.
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AbstractResearch in cognitive linguistics has emphasized the role of embodiment in metaphor comprehension, with experimental research showing activation of perceptual simulations when processing metaphors. Recent research in conceptual processing has demonstrated that findings attributed to embodied cognition can be explained through language statistics. The current study investigates whether language statistics explain processing of primary metaphors and whether this effect is modified by the gender of the participant. Participants saw word pairs with valence (Experiment 1: good–bad), authority (Experiment 2: doctor–patient), temperature (Experiment 3: hot–cold), or gender (Experiment 4: male–female) connotations. The pairs were presented in either a vertical configuration (X above Y or Y above X) matching the primary metaphors (e.g., HAPPY IS UP, CONTROL IS UP) or a horizontal configuration (X left of Y or Y left of X) not matching the primary metaphors. Even though previous research has argued that primary metaphor processing can best be explained by an embodied cognition account, results demonstrate that statistical linguistic frequencies also explain the response times of the stimulus pairs both in vertical and horizontal configurations, because language has encoded embodied relations. In addition, the effect of the statistical linguistic frequencies was modified by participant gender, with female participants being more sensitive to statistical linguistic context than male participants.
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Reijnierse, W. Gudrun, Christian Burgers, Tina Krennmayr, and Gerard J. Steen. "Metaphor in communication: the distribution of potentially deliberate metaphor across register and word class." Corpora 14, no. 3 (2019): 301–26. http://dx.doi.org/10.3366/cor.2019.0176.
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There is renewed interest in the special role that metaphor can have in its communicative status as metaphor between language users. This paper investigates the occurrence of such deliberate metaphors in comparison with non-deliberate metaphors. To this end, a corpus of 24,762 metaphors was analysed for the presence of potentially deliberate (versus non-deliberate) metaphor use across registers and word classes. Results show that 4.36 percent of metaphors in the corpus are identified as potentially deliberate metaphors. News and fiction contain significantly more potentially deliberate metaphors, while academic texts and conversations exhibit significantly fewer potentially deliberate metaphors than expected. Moreover, nouns and adjectives are used relatively more frequently as potentially deliberate metaphors, while adverbs, verbs and prepositions are used relatively less frequently as potentially deliberate metaphors. These results can be explained by referring to the overall communicative properties of the registers concerned, as well as to the role of the different word classes in those registers.
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Salo, Victoria, and Ibragim Kurbanov. "Metaphoric modelling of “ARREST” in Thomas P. Whitney’s translation of Aleksandr I. Solzhenitsyn’s novel “The Gulag Archipelago”." SHS Web of Conferences 69 (2019): 00098. http://dx.doi.org/10.1051/shsconf/20196900098.
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The article offers a cognitive analysis of a metaphor in the framework of narrative discourse.It closely looks into the term ‘metaphoric model’ and discloses the latter listing a number of examples. The research of metaphors is a relevant study in linguistics which allows one to analyse mental processes due to the fact that a thought viewed as a mental activity easily operates with metaphors alleviating the process of encoding and decoding messages. Moreover, when any society disapproves of expressing a personal point of view due to current social and political events, metaphor interpretation becomes one of the few ways which helps disclose an individual attitude towards the events
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Thonus, Terese, and Beth L. Hewett. "Follow this path." Metaphor and the Social World 6, no. 1 (2016): 52–78. http://dx.doi.org/10.1075/msw.6.1.03tho.
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This paper examines conceptual metaphor use by graduate-student writing consultants in a university writing center. Our goal was to develop a taxonomy for consultant metaphor in asynchronous online consultations; to find evidence that consultants could produce deliberate metaphors as an instructional strategy when responding asynchronously by e-mail to students and their texts; and to compare these data with Thonus’s (2010) investigation of consultant metaphor use in face-to-face consultations, Results showed that writing consultants trained in the use of strategic metaphors employed them in subsequent consultations. In addition, trained consultants used deliberate, coherent, and systematic metaphors in all six categories of our analysis, and they exploited metaphors students had developed in their writing. In comparison with their pre-training metaphor use, the consultants demonstrated increased metaphor use after training and used metaphors significantly differently from consultants who had received no training. We discuss these results in terms of deliberate vs. non-deliberate metaphor use in writing instruction, and we consider the feasibility and advisability of training writing center consultants to employ metaphors — specifically coherent, systematic metaphors — as vehicles for writing instruction in an online setting.
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Cortazzi, Martin, and Lixian Jin. "Metaphorical Conceptualizations of Language: Networks of Meanings and Meta-functions." International Journal of Education and Literacy Studies 9, no. 1 (2021): 2. http://dx.doi.org/10.7575/aiac.ijels.v.9n.1p.2.
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This paper employs the innovative method of Elicited Metaphor Analysis to present original research in Malaysia into students’ metaphors for ‘language’. We summarize reasons why language and first/ second language learning are centrally important in education, and show patterned features of language metaphors in proverbs and in teacher talk about literacy. These may be one strand of student socialization into language-literacy conceptions. We then report our study of 408 university students in Malaysia who gave 977 metaphors for ‘language’. Using a socio-cultural extension of conceptual metaphor theory from cognitive linguistics, we analyse these data into thematic clusters and metaphor networks of meanings. In student voices, this presents a surprisingly rich picture of language and shows evidence of linguistic meta-functions: student metaphors for language can be seen not only cognitively with affective and socio-cultural meta-functions, but also with moral-spiritual and aesthetic functions. These meta-functions accord with some educational theories. To show wider insider metaphor perspectives we cite our research with ‘teacher’ and ‘learning’ metaphors in Malaysia, and ‘language’ findings from China, Iran, Lebanon and the UK. The metaphor meanings and meta-functions broaden our conception of language as a medium of learning with strong implications for the teaching of languages and literacy.
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Chau, Kevin. "Interpreting Biblical Metaphors: Introducing the Invariance Principle." Vetus Testamentum 65, no. 3 (2015): 377–89. http://dx.doi.org/10.1163/15685330-12301205.
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The scholarship concerning biblical metaphor has profited widely from the conceptual (cognitive) approach to metaphor, but a key principle from this approach, the Invariance Principle, has been widely overlooked as a valuable tool for the interpretation of biblical metaphors. The Invariance Principle allows biblical scholars to evaluate logically and with consistency the many varied interpretations that are often generated from exegetically difficult metaphors. This principle stipulates that the logical relationships of a metaphor’s source domain (the metaphorical elements) must correspond to the structure of logical relationships in the target domain (the literal elements). An extended analysis of the partridge metaphor in the riddle-based proverb of Jer 17:11 demonstrates how the Invariance Principle can be used to evaluate previous interpretations and to provide logical structure for generating a fresh interpretation to this proverb.
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Crofts, Marjorie. "Translating metaphors." Australian Review of Applied Linguistics 11, no. 1 (1988): 47–53. http://dx.doi.org/10.1075/aral.11.1.05cro.
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Abstract Implicit in every metaphor is a comparison involving 5 parts: like a is to b, so x is to y. When translating into languages in which metaphors are seldom or never used, some or all of these parts must be made explicit to make the metaphor understood. Metaphors may be categorized as 1) incidental, 2) repeated, 3) extended, 4) thematic and 5) symbolic; the importance of retaining them being progressively greater from 1) to 5). We may 1) leave the metaphor literal, 2) render it a simile, 3) make explicit one or more of the parts, 4) use a cultural substitute or 5) drop the metaphor and translate the meaning. Making all 5 parts explicit may skew the focus or result in unnatural style.
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Gibbs, Raymond W. "Metaphoric cognition as social activity." Metaphor and the Social World 3, no. 1 (2013): 54–76. http://dx.doi.org/10.1075/msw.3.1.03gib.
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Metaphoric thought is often viewed as a property of individual minds that is quite separate from people’s social, communicative actions with metaphoric language and gesture. My goal in this article is to argue that metaphoric cognition is fundamentally linked to human social activities. I defend this idea by focusing not only on metaphor use in overt communicative situations, but by suggesting ways that individual metaphoric cognition is implicitly social. Many of the experimental tasks used in psychology to demonstrate the psychological reality of conceptual metaphors reflect intricate couplings between cognitive and social processes. This argument demands a reorientation in how metaphor scholars interpret empirical findings related to conceptual metaphor theory, and more broadly aims to dissolve the long-standing theoretical divide between metaphoric cognition and metaphoric communication.
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Lambkin, Brian. "Migration as a metaphor for metaphor." Metaphor and the Social World 2, no. 2 (2012): 180–200. http://dx.doi.org/10.1075/msw.2.2.03lam.
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This article is concerned with migration as a metaphor for metaphor. Metaphor is generally recognised an essential tool in the promotion of public understanding of difficult subjects and this begs the question of what metaphors are available for promoting the understanding of metaphor itself. A review of metaphors for metaphor is undertaken and they are found to be of three types, based on seeing, travelling and thinking. It is argued that recent developments in migration studies may have something to offer metaphor studies and migration is proposed as a metaphor for re-framing metaphors for metaphor.
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Hanić, Jasmina, Tanja Pavlović, and Alma Jahić. "Translating emotion-related metaphors: A cognitive approach." ExELL 4, no. 2 (2016): 87–101. http://dx.doi.org/10.1515/exell-2017-0008.
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Abstract The paper explores the existence of cognitive linguistics principles in translation of emotion-related metaphorical expressions. Cognitive linguists (Lakoff & Johnson, 1980; Lakoff, 1987) define metaphor as a mechanism used for understanding one conceptual domain, target domain, in terms of another conceptual domain, source domain, through sets of correspondences between these two domains. They also claim that metaphor is omnipresent in ordinary discourse. Cognitive linguists, however, also realized that certain metaphors can be recognized and identified in different languages and cultures whereas some are language- and culture-specific. This paper focuses on similarities and variations in metaphors which have recently become popular within the discipline of Translation Studies. Transferring and translating metaphors from one language to another can represent a challenge for translators due to a multi-faceted process of translation including both linguistic and non-linguistic elements. A number of methods and procedures have been developed to overcome potential difficulties in translating metaphorical expressions, with the most frequent ones being substitution, paraphrase, or deletion. The analysis shows the transformation of metaphorical expressions from one language into another and the procedures involving underlying conceptual metaphors, native speaker competence, and the influence of the source language.
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Ritchie, L. David. "A note about meta-metaphors." Metaphor and the Social World 7, no. 2 (2017): 291–99. http://dx.doi.org/10.1075/msw.7.2.07rit.
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Abstract Although it is difficult to avoid metaphorical language in discussing and theorizing about communication, language, and metaphor itself, the metaphors we use have entailments that may not be consistent with the analyses they are intended to support. This essay discusses and compares the implications of some of the most common ‘meta-metaphors,’ metaphors used in discussions of metaphor.
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VEISI HASAR, Rahman, and Ehsan PANAHBAR. "Metaphor in Translation: Cognitive Perspectives on Omar Khayyam’s Poetry as Rendered into English and Kurdish." Acta Linguistica Asiatica 7, no. 2 (2017): 19–36. http://dx.doi.org/10.4312/ala.7.2.19-36.
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As cognitive linguistics puts it, metaphor as a cognitive phenomenon can not be relegated to linguistic expression. Therefore, in order to analyze metaphor in translation, cognitive translation hypothesis investigates its translatability and metaphorical equivalence at the conceptual level. However, in such case, the conceptual metaphor is dealt with without considering its significant relationship to the cultural models. Based on Cienki’s theory (1999) postulating that the relation of the conceptual metaphor to the cultural model is similar to that of a profile to a base, and that the possibility of the interpretation and production of the conceptual metaphor depends on the cultural model, the present research reinvestigates the cognitive translation hypothesis from this perspective. The research findings reveal that translators have mostly been successful in translating metaphors dependent on shared cultural models, however, have failed to recreate metaphors dependent on non-shared cultural models. Accordingly, same mapping condition and different mapping condition are strongly dependent on the relationship between metaphors and cultural models. Thus SMC and DMC should be redefined in relation to cultural model.
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Elbers, Loekie. "New names from old words: related aspects of children's metaphors and word compounds." Journal of Child Language 15, no. 3 (1988): 591–617. http://dx.doi.org/10.1017/s0305000900012587.
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ABSTRACTLanguage has two mechanisms for creating new names from old words; combining morphemes and changing word meaning. Word compounds are clear cases of ‘combining’, metaphors of ‘changing’. A categorial framework for relating compounds and metaphors is presented and used in discussing aspects of their development. compelled and preferred compounds and metaphors are distinguished. Preferred compounds tend to serve the function of being conceptually precise, whereas preferred metaphors tend to serve ‘suggestive’ functions. Metaphoric compounds, which may integrate both functions, seem to be characteristic of middle childhood. Metaphors then may also acquire a language-learning function. It is suggested that the so-called literal stage, does not exist, but that the forms and functions of metaphor change in the course of development.
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Naciscione, Anita. "THE ROLE OF COGNITIVE THEORY IN TRANSLATION OF METAPHORICAL SCIENTIFIC TERMS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 21, 2019): 552. http://dx.doi.org/10.17770/sie2019vol3.4007.
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My aim is to have a closer look at the benefits of a cognitive linguistic approach to scientific discourse, its metaphorical terms and their translation. This area of research has emerged over recent decades. What role do metaphors play in science and terminology? Why do metaphors appear in scientific terms? The reasons are cognitive. My approach is based on the findings of cognitive linguistics about the significance of metaphor in thought and language, and my own translation and interpreting experience. Metaphor has been recognised as a basic technique of reasoning that is also manifest in terminology, which is an important area of meaning construction. Theoretical conclusions are drawn, applying the tenets of Cognitive Linguistics, translation theory, semantic and stylistic analyses of the empirical material, which I have chosen from my own archive of metaphorical terminology and my glossaries of simultaneous conference interpreting. Translation of metaphorical scientific terminology falls within the realm of Applied Linguistics, which is an interdisciplinary field, drawing on a number of disciplines apart from linguistics. Applied Linguistics calls for a theoretical understanding of language in use to meet user needs. It is not an end in itself as it has practical worth and application.
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Bejarano, Teresa. "Prelinguistic metaphors?" Pragmatics and Cognition 7, no. 2 (1999): 361–73. http://dx.doi.org/10.1075/pc.7.2.07bej.
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The gap between the prelinguistic and the linguistic levels cannot be bridged as easily as Lakoff's cognitive linguistics suggests. Lakoff's event structure metaphor is reviewed here. Compared with physical movement, the bringing together of separated elements which occurs in predication would not be metaphorical only because it departs from concrete physical experience, but, more significantly, because it relies on elements artificially separated by means of language. However, if we do not overlook this fundamental leap, the event structure metaphor is a good tool to understand how predication takes place, and its application is even wider than Lakoff suggests.
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Lin, Chienjer Charles. "Zoltán Kövecses, Metaphor: A practical introduction. New York: Oxford University Press, 2002. Pp. xvi, 285. Pb. $19.95." Language in Society 32, no. 4 (2003): 596–99. http://dx.doi.org/10.1017/s0047404503254051.
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This is the first textbook on metaphor to appear after the cognitive linguistic revolution of metaphorical research launched two decades ago by Lakoff & Johnson with their pioneering work, Metaphors we live by. Much scholarship has since been devoted to this paradigm of research. Twenty years have passed, and Kövecses takes this as a good time to summarize the development of the field. Writing a textbook on metaphor certainly reflects the maturation of the study of metaphor within the cognitive linguistic tradition. Targeted readers are undergraduate and graduate students with interests in metaphor and cognitive linguistics. Experienced researchers may also find this book helpful in motivating new ideas.
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Lima, Paula Lenz Costa. "About primary metaphors." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 22, spe (2006): 109–22. http://dx.doi.org/10.1590/s0102-44502006000300009.
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One important contribution to the Contemporary Theory of Metaphor is Grady's Primary Metaphor Hypothesis (1997), which claims that the emergence and nature of conceptual metaphors are often grounded in more experiential metaphorical patterns, called primary metaphors. The new hypothesis changes considerably the ideas concerning the generation of metaphors, in comparison to the former view. In this paper we discuss some of these main changes, namely the characteristics of source and target domain, the fundamental construct, and the licensing of metaphorical expressions.
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Peeters, Stefanie. "“The suburbs are exploding”." Framing 24 (December 10, 2010): 103–19. http://dx.doi.org/10.1075/bjl.24.05pee.
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Ever since Lakoff and Johnson (1980) introduced their Conceptual Metaphor Theory, metaphors have been seen as important ‘framing devices’: as metaphor involves constructing one conceptual domain in terms of another, the choice of the latter (or source domain) affects how the former (or target domain) is represented. Based on a corpus of French written press reporting, this article will, on the one hand, show that the notion of ‘framing’ is, in line with the findings of Conceptual Metaphor Theory, useful for analysing metaphors as well as for indicating their constructive force. On the other hand, however, this article will defend the idea that an analysis of metaphors in terms of frames does not always suffice and needs to be complemented. Following a recent strand in metaphor studies that shows an increasing awareness of the importance of studying metaphors as linguistic and discursive phenomena (cf. Cameron, 2003; Semino, 2008), we will claim that a more co-text-oriented metaphor approach has to be adopted to account for the nuances and evaluative associations metaphors are able to convey.
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Shie, Jian-Shiung. "Variations in the use of metaphor at the macro-contextual level." Pragmatics and Society 8, no. 4 (2017): 498–519. http://dx.doi.org/10.1075/ps.8.4.02shi.
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Abstract This article investigates linguistic metaphors in four English newspapers from the perspective of Conceptual Metaphor Theory, focusing on their variations at the macro-contextual level. Analyzed in their respective macro contexts were lexicalized and non-lexicalized metaphors in 1,105 full-length news stories. The exploration reveals that: (i) the distributions of non-lexicalized metaphors are far more variable than those of lexicalized metaphors across the four newspapers, (ii) lexicalized metaphors are much more common than non-lexicalized metaphors in all the four newspapers, (iii) non-lexicalized metaphors occur more in the news stories for native speakers than in those for international or global readers, with a decreasing tendency toward those for EOL and EFL readers, and (iv) the lexicalized and non-lexicalized metaphors both have cognitive functions, while the latter serve additional stylistic purposes. The study sheds some light on the affordance between linguistic metaphors and the macro contexts of the news stories.
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Hilpert, Martin. "An empirical approach to the use and comprehension of mixed metaphors." Review of Cognitive Linguistics 8, no. 1 (2010): 66–92. http://dx.doi.org/10.1075/rcl.8.1.03hil.
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So-called mixed metaphors have not received much attention in cognitive linguistic research, despite acknowledgments to the fact that the combination of metaphors is in fact pervasive. This paper makes the case that mixed metaphors present a unique test case for existing theories of metaphor, in particular Conceptual Metaphor Theory and Blending Theory, since these theories make different predictions with regard to the comprehension of mixed metaphors. It will be argued that mixed metaphors selectively combine aspects of semantically conflicting source domains into one figurative meaning. The argument will be made through a two-tiered empirical study that uses quantitative corpus data as well as experimental evidence.
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Sandeep, Kumar Sharma, and Sinha Sweta. "A COGNITIVE THEORETICAL INVESTIGATION OF CONCEPTUALIZING HINDI SARCASM." Voprosy Kognitivnoy Lingvistiki, no. 3 (2020): 77–91. http://dx.doi.org/10.20916/1812-3228-2020-3-77-91.
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Several influential theories have been developed in cognitive linguistics to investigate the relationship between language and mind. Conceptual metaphor and conceptual blending, two distinct but closely related theories play a significant role in the process of meaning construction especially in metaphors and other figurative linguistic tools. Metaphors are pervasively used in everyday conversation in the form of irony, satire and sarcasm, etc. where sarcasm projects profoundly negative intention. Hence, the present research studies the process of conceptualization of sarcasm and its functions with special reference to the Hindi language within the framework of conceptual metaphor and conceptual blending theories. The study is an attempt to bridge the gap between computational studies of sarcasm and the theories underlying the phenomenon of perceiving sarcasm. The findings aim to provide a theoretical understanding of how Hindi sarcasm is perceived among native speakers.
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Garrido, Joaquín. "Motion metaphors in discourse construction." Review of Cognitive Linguistics 9, no. 1 (2011): 107–29. http://dx.doi.org/10.1075/rcl.9.1.06gar.
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Motion metaphors occur at different levels, from prepositional phrases to discourse, including theoretical metaphors. After reviewing Relevance Theory as a bottom-up approach, and Cognitive Linguistics and Segmented Discourse Representation Theory as top-down ones, an integrated approach to metaphor in discourse construction is developed, based on a cognitive operation of connection of lower units into higher ones, similar to subsumption in the Lexical Constructional Model and to chunking in the Usage-Based Approach. In discourse construction, as the analysis of press and poetry examples show, either a motion metaphor may contribute to the discourse structure, or it may result from it. Discourses are packed into text structures; live discourse metaphors develop into text-type metaphors on their way to conventionalization. Metaphor and discourse construction are bottom-up processes, since they result from connection of lower units, but they are also top-down, based on properties of higher units, domains in metaphor and relations in discourse.
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Ahmad, Rizwan, Ludmila Torlakova, Divakaran Liginlal, and Robert Meeds. "Figurative Language in Arabic E-Commerce Text." International Journal of Business Communication 57, no. 3 (2017): 279–301. http://dx.doi.org/10.1177/2329488416688216.
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Based on an analysis of a corpus of Arabic e-commerce websites, this article investigates the use of figurative language in e-business texts. While our focus is on metaphors, we also incorporate the related concept of metonymy to explain the data. Using the theoretical framework of cognitive linguistics and discourse analysis, we examine the linguistic and conceptual metaphors used in e-commerce texts. The empirical analysis demonstrates that the metaphor of COMPANIES ARE LIVING ORGANISMS is the most prevailing one and provides the cognitive frame within which the e-commerce texts are constructed. Entailments and specifications of this cognitive metaphor further structure the texts. Other cognitive metaphors that underlie the text are those of a FORWARD MOVEMENT, PATH—GOAL, and COMPANIES ARE COMPLEX STRUCTURES. On a more general level, we show that despite the fact that the e-commerce text is in Arabic, the underlying cognitive framework is not much different from that in other Western languages. We do, however, find some linguistic strategies that attempt to make the text sound more typically Arabic.