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Xia, Jue. "Economical Metaphors in English Newspapers." Thesis, Kristianstad University, Department of Teacher Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-6622.
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ZHANG, YUNHAO. "Plant Metaphors in English Economic Newspaper Texts." Thesis, Högskolan Kristianstad, Sektionen för Lärarutbildning, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-7826.
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Kansa, Metee. "Body part-related metaphors in Thai and English." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1259310.
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The study of body part metaphors provides a convenient way to examine human conceptual structuring because we start from what we as humans share. This study collected and compared Thai and English body part metaphors: one hundred and eighty-four English body part expressions and four hundred and eighty-eight Thai body part expressions were considered.The data are discussed in terms of the body part involved, the underlying conceptual metaphors, and syntactic and morphological form. The data show that basically, Thai and English share many conceptual metaphors, and there are a number of equivalent expressions in both languages, such as hua-hoog [head-spear] `spearhead', and waan-caj [sweet-heart] `sweetheart.' Furthermore, it was found that most body part metaphors are built on three different aspects of body parts: physical constitution, location and nature of involvement. In some contexts, more than one of these bases is involved in the same expression.Other similarities include sharing some of the same morphological and syntactic forms, using the same body parts; relative frequency of individual body parts; having completely equivalent expressions, and having pairs of opposite expressions. Differences involve having some different morphological and syntactic forms; the number of conventional body part metaphors found in translation-equivalent texts, with Thai having many more than English; a difference between the two languages in distribution across written vs. spoken texts; having similarly glossed expressions with different metaphorical meanings; level of markedness for an otherwise equivalent expression; and degree of explicitness in the components of an expression.Finally, applications of the findings to the teaching of English to Thai speakers and vice versa are discussed. I conclude that systematic attention to the bases of metaphorical expressions to facilitate learning is to follow the time-proven practice of linking the old to the new.<br>Department of English
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Olsson, Hagman Anneli. "Metaphors and Japan : Translating Conceptual Metaphors from a Survival Guide to Customs and Etiquette." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104752.
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The metaphor is known for creating problems when it comes to translation, not only because of cultural aspects but also because of a lack of a unified terminology and theory for translation strategies. This also applies to conceptual metaphors which are the subject of analysis in this paper where an English survival guide to the Japanese culture has been translated into Swedish. As both languages are of the Germanic family, the hypothesis argues that the relation between them is noticeable in the translation work as well as a tendency towards paraphrasing due to a richer vocabulary in the source language. Regarding conceptual metaphors, the aim is to analyse if there are any correlations between the type of metaphor and the choice of translation strategy as well as what factors affects said strategies. The results not only showed that the distribution of translation strategies supports the preferred order of priority in the background theory but also that there were very noticeable differences within the three metaphor categories. Factors affecting these results were found to differ between the categories due to the distinct differences in the metaphorical structures. These findings suggest that there indeed are correlations between the metaphor categories and their translation strategies. The closeness between the source and target languages were also found to be evident while at the same time indicating a tendency toward paraphrasing.
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Wright, Myra. "Whores and their metaphors in early modern English drama." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86819.
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Several clusters of metaphors were routinely used to represent the sex trade onstage in early modern England. Close philological study of these figures reveals that even the most conventional metaphors for whores and their work were capable of meaning many things at once, especially in the discursive context of the drama. This project follows a practice of reading that admits multiple significations for the words used by characters on the early modern stage. I argue that metaphors are social phenomena with consequences as varied and complex as the human interactions they're meant to describe. Each chapter treats a different set of images: commodities and commercial transactions, buildings and thoroughfares, food and drink, and rhetorical and theatrical ingenuity. Using methods based on the study of conceptual metaphor in the field of cognitive linguistics, I trace the deployment of conventional figures for prostitution in plays by William Shakespeare, Thomas Middleton, Thomas Dekker, Ben Jonson, and John Marston. I also introduce occurrences of these metaphors in other genres (news pamphlets, prose narratives, homilies, medical manuals, and so on) to show that they were part of pervasive cultural patterns. The readings below dwell on the figurative associations that were most available to early modern writers as they fashioned prostitute characters for the stage—metaphors commonly taken for granted as literal descriptions of sex work. An understanding of the social force of metaphor begins with the realization that words convey more than any writer, printer, or actor intends. The language of prostitution in the early modern theatre is therefore both common and complex, much like the characters it conjures.<br>Pendant la Renaissance, divers grappes de métaphores étaient utilisées couramment dans les représentations théâtrale de la prostitution en Angleterre. Des études minutieuses philologiques des métaphores pour les putains et leur travail révéler que même les plus conventionnelles pouvaient signifier plusieurs choses à la fois, particulièrement dans le contexte discursif du théâtre. Le projet suit un procédé de lecture qui admet plusieurs significations pour les mots utilisés par des personnages de la Renaissance. Je soutiens que les métaphores sont des phénomènes sociaux qui ont des conséquences aussi variées et complexes que les interactions humaines qu'elles sont censées décrire. Chaque chapitre met en évidence une différente série d'images: les marchandises et transactions commerciales, les bâtiments et les voies urbaines, la nourriture et les boissons, l'ingénuité rhétorique et théâtrale. En utilisant des méthodes basées sur l'étude des métaphores conceptuelles dans le domaine de la linguistique cognitive, je retrace le cortège des figures conventionnelles de prostitution dans les pièces de théâtre de William Shakespeare, Thomas Middleton, Thomas Dekker, Ben Jonson, et John Marston. Je signale aussi l'existence de ces métaphores dans d'autres genres littéraires (pamphlets de nouvelles, narratives en prose, homélies, manuels médicaux, etc.) pour démontrer qu'elles faisaient partie des tendances culturelles omniprésentes. Les explications ci-dessous s'entendent sur les associations figurées qui étaiaent les plus à la disposition des écrivains de la Renaissance en façonnant les personnages des prostituées—les métaphores qui étaient souvent considerées comme constituant les descriptions littérales du travail sexuel. Pour bien comprendre la force sociale de la métaphore, il faut realiser d'abord que les mots communiquent beaucoup plus qu'un écrivain, un imprimeur, ou un acteur les destine. La la
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Johansson, Anton. "Vertical Metaphors : English down and up in Swedish contrast." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-101957.
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This thesis aims to compare the English metaphorical expressions up and down in relation to Swedish. For this purpose, English original texts with Swedish translations and Swedish original texts and English translations were analyzed by using the Linnaeus English-German-Swedish corpus. Thus, the study will show that the metaphorical expressions up and down are used more often in English translated texts as well as what the most common Swedish translation or original of the metaphorical expressions are. Furthermore, the paper will sort the metaphorical expressions based on target domains and compare this with the Swedish translations.
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Thiele, Klaus. "Metaphors in spoken academic discourse in German and English." Thesis, Aston University, 2013. http://publications.aston.ac.uk/20907/.
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Metaphors have been increasingly associated with cognitive functions, which means that metaphors structure how we think and express ourselves. Metaphors are embodied in our basic physical experience, which is one reason why certain abstract concepts are expressed in more concrete terms, such as visible entities, journeys, and other types of movement, spaces etc. This communicative relevance also applies to specialised, institutionalised settings and genres, such as those produced in or related to higher education institutions, among which is spoken academic discourse. A significant research gap has been identified regarding spoken academic discourse and metaphors therein, but also given the fact that with increasing numbers of students in higher education and international research and cooperation e.g. in the form of invited lectures, spoken academic discourse can be seen as nearly omnipresent. In this context, research talks are a key research genre. A mixed methods study has been conducted, which investigates metaphors in a corpus of eight fully transcribed German and English L1 speaker conference talks and invited lectures, totalling to 440 minutes. A wide range of categories and functions were identified in the corpus. Abstract research concepts, such as results or theories are expressed in terms of concrete visual entities that can be seen or shown, but also in terms of journeys or other forms of movement. The functions of these metaphors are simplification, rhetorical emphasis, theory-construction, or pedagogic illustration. For both the speaker and the audience or discussants, anthropomorphism causes abstract and complex ideas to become concretely imaginable and at the same time more interesting because the contents of the talk appear to be livelier and hence closer to their own experience, which ensures the audience’s attention. These metaphor categories are present in both the English and the German sub corpus of this study with similar functions.
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Najjar, Sumaya Ali. "Metaphors in translation : an investigation of a sample of Quran metaphors with reference to three English versions of the Quran." Thesis, Liverpool John Moores University, 2012. http://researchonline.ljmu.ac.uk/6184/.
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This study aims to investigate the challenges of translating metaphors of the Quran. It examines English speakers' understanding of a number of Quran metaphors which are selected from three well known English versions of the Quran translations. In addition, the study highlights the root causes which may be deemed to be a source of misunderstanding Quran metaphors. The study also aims to find out to what extant metaphors of the Quran can maintain their sense in today's context. Translation in today's globalised world is gaining relevance as a means to enhance communication among multicultural nations. Translation studies have contributed significantly in bridging the linguistic and the cultural gap among languages. However, the key literature of this study suggests that, translating metaphors and translating metaphors of the Quran in particular have been under researched as they are very often overlooked in translation studies. The conclusion that can be drawn from the predominant literature related to translation studies is that the on-going debates over the faithful, loyal approaches of translating vs. the free and dynamic methods have generated in parts insightful explanations and interesting and useful, but they have fallen short of providing a general consensus. This study takes the view that there is no master plan for translating and that a word for word approach often leads to stilted translation particularly when dealing with metaphors. Given the nature of the topic under consideration, this study combines both qualitative and quantitative methods. The advantage of the use of both methods for collecting data is highly considered and recommended. Utilization of this combination enhances the trustworthiness of findings as well as reduces limitations. The qualitative method in this study represents scholars' interpretations and views and a questionnaire as a data collection instrument is adopted to enhance the result of this study. The findings suggest that the three selected English versions of the Quran have fallen short of conveying the meaning of Quran metaphors. The findings also indicate that the meaning is often mistranslated or misleading or misunderstood by English readers.
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Jebeli, Mojgan. "Metaphors and Cultural Imprints : A comparative study of Persian and English Metaphors in Jamalzadeh's 'Roast Goose' and Maugham's 'The Luncheon'." Thesis, Stockholms universitet, Engelska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-142002.
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The main goal of this study is to identify conceptual metaphors in two genetically distinct languages, namely Iranian Persian and British English, analyze their domains and attempt to detect possible cultural impacts on their construction. Although there are a good number of studies on the relationship between metaphor and culture in some languages, there appears to be a limited number of comparative studies on different languages with culturally distinct contexts and their metaphors. In an attempt to investigate the cultural imprints on metaphor, this thesis has a special focus on metaphors applied in two Persian and English short stories. ‘Roast Goose’ by M.A. Jamalzadeh and ‘The Luncheon’ by W.S. Maugham are two well-known near contemporary short stories, which are subject to our study. The two emotions of anxiety and greed, as the most dominant subjects of metaphorical expressions in these stories, are identified following MIP (Metaphor Identification Procedure) and the concepts involved in the construction of their underlying conceptual metaphors will be analyzed based on Kövecses’s (2010a) method. The thesis presents a conceptual approach within a cognitive linguistic perspective to pinpoint metaphors and the stories behind them in these two literal texts.
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Ho, Hoa-yan Esther. "Anaphoras and metaphors in Japanese and English implications for translation /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37860525.
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Shaver, Joel A. "Metaphors of travel in the language of hymns : 1650–1800." Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/2381/.
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This dissertation concentrates on the role of the conceptual metaphor LIFE IS A JOURNEY in English hymns of the 17th and 18th centuries, addressing the following research questions: 1) To what extent and in which contexts have elements of the lexical category of travel, applied metaphorically, been used in English spiritual language and literature in the period 1650–1800? 2) How has metaphorical extension affected the semantic development of this category? This dissertation discusses the use of travel metaphors as structural schemata for complete hymns, and analyzes the use of individual elements of travel-related terminology across a historical textual corpus. The analyses in this dissertation are undertaken in light of recent trends in semantics, and with the aim of contributing to the development of Cognitive Metaphor Theory as a tool for historical linguistic analysis and literary criticism.
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Ho, Hoa-yan Esther, and 何浩恩. "Anaphoras and metaphors in Japanese and English: implications for translation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37860525.
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Zhao, Jun. "Metaphors and Gestures for Abstract Concepts in Academic English Writing." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195298.
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Gestures and metaphors are important mediational tools to materialize abstract conventions in the conceptual development process (Lantolf and Thorne, 2006): metaphors are used in the educational setting to simplify abstract knowledge for learners (Ungerer and Schmidt, 1996; Wee, 2005); gestures, through visual representation, can "provide additional insights into how humans conceptualize abstract concepts via metaphors" (Mittelberg, in press, p. 23).This study observed and videotaped four composition instructors and 54 ESL students at an American university to probe how their metaphorical expressions and gestures in a variety of naturally occurring settings, such as classroom teaching, student-teacher conferencing, peer reviewing and student presentations, represent the abstract rhetorical conventions of academic writing in English. By associating students' gestures with the instructors' metaphors and gestures, this study found evidence for the assistive roles of metaphors and gestures in the learning process. The final interviews elicited students' metaphors of academic writing in English and in their first languages. The interviewees were also asked to reflect upon the effectiveness of the metaphors and gestures they were exposed to.This study confirmed the roles of gestures in reflecting the abstract mental representation of academic writing. Twelve patterns were extracted from the instructors' data, including the linearity, container, building, journey metaphors and others. Of these twelve patterns, six were materialized in the students' gestural usage. The similarity of gestures found in the instructors' and students' data provided proof of the occurrence of learning. In the elicited data, students created pyramid, book, and banquet metaphors, to highlight features of academic writing in English and in their first languages. These new metaphors demonstrate students' ability to synthesize simple metaphors they encountered for a more complex one, which is more significant in the learning process. The interviews suggest that metaphors are better-perceived and more effective in relating abstract knowledge to the students. Gestures were not judged by the students to be helpful. This could result from the fact that gestures, other than emblems, are often understood unconsciously and are naturally used to provide additional information to the verbal utterance rather than replacing speech, which is more prominent perceptually and conceptually.
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Britt, Cynthia. "Midwife and Mother: Maternal Metaphors in the Composition Classroom." TopSCHOLAR®, 2003. http://digitalcommons.wku.edu/theses/582.
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This study examines the maternal metaphors of midwife and mother used to describe instructors and teaching practices in the composition classroom. In the introduction the author describes her interest in the topic based on her own experiences as a mother and as a beginning composition instructor. The paper explains the initiation of the metaphors, what the metaphors and maternal pedagogy mean in terms of classroom practices and philosophies, criticisms of maternal practices, and the relevancy and legitimacy of the metaphors and maternal pedagogy in classrooms today. Section one explores the development of the metaphors to describe composition teachers related to the composition and literature agendas created in the nineteenth century American university system. Other influences discussed in the metaphors usage and in the development of a maternal pedagogy are the 1970s revitalization of the women's rights movement and of the process pedagogy revolution. Section II surveys literature describing the philosophies of maternal pedagogy and maternal metaphors and their translations into classroom practices. Section III outlines the criticisms developed in reaction to maternal practices. Section IV details the results of surveys completed by freshmen composition students and composition instructors at Western Kentucky University. In the conclusion, the author considers the information and opinions presented and the survey results and draws conclusions about the relevancy of maternal metaphors and maternal pedagogy to the composition field and for her own teaching practices and philosophies.
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Wang, Chun Ying. "Conceptual metaphors in the uses of prepositions in English and Mandarin." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10020860/.
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This thesis aimed to investigate the conceptual differences and similarities between English in, on, and at and Mandarin /zai...shang/on, and -±s/zai/at via a comparative analysis in order to shed light on language transfer in learning English prepositions in Taiwan. For the comparative analysis, the data was mainly from existing literatures. Conceptual metaphor theory (Lakoff, 2006; Lakoff and Johnson, 1980) and cognitive grammar (Langacker, 2008) were the foundations of this research. Moreover, an interview with English teachers from senior high schools and universities in Taiwan and a questionnaire survey with high school and university students were conducted to examine how English prepositions have been taught and learnt. In addition, thirty seven test papers were collected to inspect the errors and further to investigate the language transfers. The findings demonstrate several conceptual differences and similarities between English and Mandarin prepositions. However, those cognitive concepts of prepositions are hardly to be found in the teaching and learning in Taiwan. In addition, students' test papers evidence that Mandarin to some extent influences English prepositions learning. The transfers might be linguistically, e.g. direct translation, as well as conceptually, e.g. different conceptualisation of space and time. The results from the comparative analysis can provide several suggestions. Both language teachers and learners can understand the conceptual differences between English and Mandarin prepositions to assist their teaching and learning. From the interview and questionnaire, I found Taiwanese students tend to directly accept what their teachers provide to them. They do not have the desire to obtain the reasons why the uses of prepositions have to be like that because of the influence of the teach-to-test education model in Taiwan. This might restrict students' cognitive development in language learning.
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Rehn, Johanna. "Metaphors of Time : Mortality and Transience in Shakespeare's Sonnets." Thesis, Södertörn University College, School of Culture and Communication, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-2724.
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<p>This essay is about metaphors of time, mortality and transience in William Shakespeare’ssonnets. Exploring these metaphors, I examine sonnets nr. 60, 64 and 65 more closely, since Ithink they are particularly representative as regards the metaphors of time. Unlike the rest ofthe sonnets, these three deal with the subject throughout the sonnets, focusing on theinevitable degeneration of material things. The image of time in the sonnets is depicted in avaried way constructed by several metaphors that add to the depth and paint imagesinfluenced by the beliefs and knowledge of Shakespeare’s time. I put these images in relationto the English Renaissance and its concepts of time using sources from, for example, JohnSpencer Hill, Katherine Duncan-Jones and Dympna Callaghan, who all have made their ownanalyses of Shakespeare’s sonnets. In my close reading of the sonnets I analyse the variousmetaphors Shakespeare uses to make us experience the passage of time as in, for example,sonnet number 60, where the ongoing passage of time is described in a cyclical way by theuse of the metaphor of the waves rolling in and out of a pebbled shore. In a repetitive way thewaves are in constant motion. We can recognise ourselves as being the pebbles, affected bythe constant motion in our lives, slowly turning into sand by time’s cruel hand.</p>
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Harpela, J. (Janne). "Love, Kylie or metaphors of love in the lyrics of Kylie Minogue." Master's thesis, University of Oulu, 2015. http://urn.fi/URN:NBN:fi:oulu-201506051789.
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This master’s thesis studies the metaphors of love in the selected lyrics of Kylie Minogue. Despite Minogue’s esteemed status as an internationally known performer, no extensive study has been conducted on concentrating the lyrics she herself has written. Furthermore, Minogue’s skills as a songwriter have been largely unacknowledged. This study analyses 33 song lyrics Minogue has written or co-written, focusing on metaphorical linguistic expressions with love as the target domain. The songs have been released either on Minogue’s albums, compilation albums or singles from the 1990s to the 2010s. The song lyrics have been gathered from the sleeve notes, from www.allmusic.com or transcribed by the author of this thesis. The conceptual metaphor theory by Lakoff and Johnson works as the theoretical framework through which the metaphoric expressions are approached. The theory has been further developed by Kövecses, for example, whose study is of great importance in my analysis as well. The data is divided into categories based on conceptual metaphors of love given by Lakoff and Johnson and Kövecses. Some conceptual metaphors have been adopted from other scholars as well or invented by the author of this thesis. These conceptual metaphors working as categories for the metaphorical expressions found in the data are further organised under the three main types of conceptual metaphors given by Lakoff and Johnson: structural, orientational and ontological metaphors. The hypothesis is that the figurative language Minogue uses is creative instead of consisting of mostly recycled conventional metaphors. The metaphorical expressions found in the data are analysed based on their source domains. Furthermore, the type of love in each metaphoric expression is examined, based on the traditional Greek types of love discussed in detail by Lewis and Tissari, for example, whose study on the matter plays an important role in analysing the metaphoric expressions. In addition, popular music, pop music and pop lyrics in general are discussed, giving background for the analysis. The lyrics include fresh metaphorical language and extended use of metaphors instead of consisting of simple, sporadic use of figurative language. Further study concentrating on only one type of conceptual metaphor, ontological container metaphors for example, would be very interesting, as would approaching the data through gender or queer studies<br>Tässä pro gradu -tutkielmassa tutkitaan rakkauden metaforia valikoidussa otteessa Kylie Minoguen sanoituksia. Huolimatta Minoguen asemasta arvostettuna kansainvälisenä esiintyjänä, laajempaa tutkimusta hänen omista sanoituksistaan ei ole tehty. Lisäksi Minoguen taitoihin lauluntekijänä ei ole kiinnitetty suurta huomiota. Tutkielman aineisto koostuu 33 sanoituksesta, jotka Minogue on joko kirjoittanut itse tai joiden kirjoittamiseen hän on osallistunut. Tutkielman fokus on metaforisissa ilmauksissa, joiden kohteena on rakkaus. Kappaleet on julkaistu joko Minoguen studioalbumeilla, kokoelmalevyillä tai singleillä 1990-luvulta 2010-luvulle. Kappaleiden sanoitukset on kerätty joko levyjen kansilehdiltä tai verkkosivustolta www.allmusic.com, tai sitten tutkielman tekijä on litteroinut ne henkilökohtaisesti. Tutkielman teoriakehys rakentuu pitkälti Lakoffin ja Johnsonin luoman kognitiivisen metaforateorian varaan, jota esimerkiksi Kövecses on myöhemmin kehittänyt eteenpäin. Sanoitusten rakkausteemaisia metaforisia ilmauksia tulkitaan tätä teoriakehystä vasten. Tutkimusaineisto on jaoteltu kategorioihin, jotka perustuvat sopiviin käsitemetaforiin, joita Lakoff ja Johnson sekä Kövecses tutkimuksissaan mainitsevat. Joitakin käsitemetaforia on lisäksi omaksuttu toisilta tutkijoilta ja muutamia tutkielman kirjoittaja on luonut itse. Nämä käsitemetaforat on jaoteltu kolmen käsitemetaforatyypin mukaan strukturaali- eli rakennemetaforiin, orientaatiometaforiin ja ontologisiin metaforiin. Tutkielman hypoteesina on, että Minoguen sanoitusten kuvakielisyys on uutta luovaa eikä ainoastaan vanhojen konventionaalisten metaforien kierrättämistä. Aineistosta löytyvien metaforisten kielellisten ilmausten analysointi tapahtuu niiden lähteiden perusteella. Lisäksi jokaisen metaforisen ilmaisun kohdalla pohditaan, mitä rakkauden tyyppiä ilmaisu edustaa. Tässä analyysi pohjautuu antiikin Kreikan filosofiasta nouseviin rakkauden tyyppeihin, joista esimerkiksi Lewis ja Tissari ovat kirjoittaneet. Lisäksi tutkielmassa perehdytään tarvittavissa määrin populaarimusiikkiin, popmusiikkiin ja poplyriikoihin, mikä omalta osaltaan tukee analyysia. Sanoituksissa esiintyy tuoreita metaforisia kielikuvia ja laajennettuja metaforia satunnaisen kuvakielen käytön sijaan. Hedelmällisiä jatkotutkimuksen aiheita olisivat keskittyminen esimerkiksi ontologisiin säiliömetaforiin tai aineiston tarkasteleminen gender-tutkimuksen tai queer-teorian kautta
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Härting, Heike Helene. "Performative metaphors in Caribbean and ethnic Canadian writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ52761.pdf.
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Deshaye, Joel. "Metaphors of identity crisis in the era of celebrity in Canadian poetry." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:8881/R/?func=dbin-jump-full&object_id=92326.
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Rydblom, Oskar. "Onomatopoeic phrasal verbs : A corpus study of their meanings and usage in American English." Thesis, Linnaeus University, School of Language and Literature, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-6360.
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<p>This study examines how the meanings of onomatopoeic phrasal verbs are created and in which register these verbs are most frequently used. Through the study of previous research on the subject qualities of onomatopoeia and phrasal verbs are identified. Based on this a framework for identifying phrasal verbs and categorizing the meanings of onomatopoeic verbs and particles was created. Using the Corpus of Contemporary American English (COCA), a study of concordance lines and frequency in different registers was carried out on 50 onomatopoeic phrasal verbs. These verbs were constructed from ten mono-syllabic onomatopoeic verbs and three opposite pairs of spatial adverbs. The study found that several metaphorical meanings of the onomatopoeic verbs examined were not listed in the Oxford English Dictionary (OED). The meanings of the particles were strongly linked to metaphorical structures.The conclusion of this study was that onomatopoeic verbs possess a flexibility that allows them to create a variety of different meanings. Furthermore, the types of meaning can be categorized after a pattern, although this pattern is often not found in the dictionary. The onomatopoeic phrasal verbs studied were most frequent in the fiction register, more so than other phrasal verbs. Understanding of the metaphorical nature of particles such as up and down is imperative to understand how the meaning of a phrasal verb is created. This should be taken into consideration when teaching English as a second language or creating a dictionary.</p>
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Lei, Yan Bo. "Metaphors in Chinese literary translation : a case study of Fortress Besieged." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2525529.
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Ericsson, Linn. "Structural Metaphors in George Eliot's Middlemarch and their Swedish Translations." Thesis, University of Skövde, School of Humanities and Informatics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-1045.
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Hofstetter, Angela Dawn. "Lyrical beasts equine metaphors of race, class, and gender in contemporary Hollywood cinema /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3357987.
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Thesis (Ph.D.)--Indiana University, Dept. of Comparative Literature, 2009.<br>Title from PDF t.p. (viewed on Feb. 8, 2010). Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1649. Adviser: Barbara Klinger.
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ZHONG, Xian. "A comparative study of war metaphors in English and Chinese business media discourse." Digital Commons @ Lingnan University, 2017. https://commons.ln.edu.hk/eng_etd/13.
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Journalistic business discourse plays an indispensable role in people’s lives. It serves not only to inform the public about ongoing business activities and economic processes, but also influence the public in their strategic decision-making about investment options. Metaphor is a tool employed to help fulfill the communicative and persuasive functions of the popular business discourse, which is the target of this study.
Based on two self-compiled corpora of business news articles in English and Chinese, the study laid particular emphasis on the conceptual metaphor of BUSINESS IS WAR and showed that though the use of this conceptual metaphor was common in business discourse across the two languages, obvious differences in terms of the metaphorical lexis’ frequency of occurrence, their specific collocations and unconventional referents were noted. The conceptual metaphor BUSINESS IS WAR was subdivided into more detailed conceptual metaphors based on the subdivision of the domain of war and the mappings and impositions between the subfields of the domain of war and business were analyzed. The two language cultures agree that they have the same origin for human warfare, but they have developed their concept of war under the influence of their own experience. The analysis of the war metaphors in sample English and Chinese news articles demonstrates its emotion evoking functionto convey evaluative judgments and achieve persuasive ends, and the ideological function to construct reality as a means of maintaining or challenging power relations.
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Williams, Camus Julia T. "Metaphors of cancer in scientific popularisation articles in the English and Spanish press." Doctoral thesis, Universitat Pompeu Fabra, 2014. http://hdl.handle.net/10803/145374.
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This thesis provides an account of the metaphors of cancer in a comparable English and
Spanish corpus of 300 press popularisation articles. The aim is to identify relevant
source domains that are employed in these articles to conceptualise the disease.
Although a number of studies have explored the use of WAR metaphors in the discourse
on cancer, there is still little understanding of the actual way cancer is presented
metaphorically to the lay public in the press or of the range of source domains that
conceptualise the target domain. Thus, in addition to the WAR, VIOLENCE AND
AGGRESSION source domain, this study focuses on other metaphorical systems exploited
to elucidate such aspects as metastasis, apoptosis, cancer treatments and cancer
research. A text analysis was carried out with the aid of a corpus software program. The
metaphors in the two subcorpora were compared quantitatively and qualitatively for
cross-cultural differences in terms of their functions and patterning. Although cancer
knowledge is popularised through similar metaphorical expressions, subtle differences
have been identified in terms of metaphor density, choice of metaphor and the functions
performed by these expressions.<br>Esta tesis describe las metáforas del cáncer en un corpus bilingüe inglés-español de 300
artículos de divulgación en la prensa. El objetivo ha sido identificar los distintos
dominios fuente relevantes que se emplean en la conceptualización de la enfermedad.
Aunque varios trabajos han estudiado las metáforas bélicas utilizadas en el discurso del
cáncer, todavía se sabe poco de la forma en la que el cáncer se representa mediante
metáforas al público lego y de la variedad de dominios fuente que conceptualizan el
dominio meta. Así, además del dominio fuente de la GUERRA, VIOLENCIA Y AGRESIÓN,
este estudio se centra en otros sistemas metafóricos empleados para clarificar diversos
aspectos como la metástasis, la apoptosis, los tratamientos del cáncer y la investigación
oncológica. El análisis textual se ha realizado con la ayuda de un programa informático
de análisis de corpus textuales. Las metáforas de ambos subcorpus se han comparado
cuantitativa y cualitativamente con el fin de identificar diferencias transculturales en
relación a las funciones y a los patrones de las mismas. Aunque el conocimiento sobre
el cáncer se divulga a través de expresiones metafóricas similares, se pueden apreciar
pequeñas diferencias en relación a la densidad metafórica, la elección de las metáforas y
las funciones que estas expresiones desempeñan.
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Hamdi, Sondes. "Conceptual metaphors of time in English and in Arabic : a comparative cognitive study." Thesis, Université Laval, 2008. http://www.theses.ulaval.ca/2008/25428/25428.pdf.
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Helleklev, Caroline. "Metaphors and Terminology in Social Science : A translation and an analysis." Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-530.
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<p>This essay deals with the translation and analysis of a text on human rights. The analysis focuses on terminology, figures of speech, idiomatic expressions and oblique translation (modulation). The core of the essay concerns terminology and metaphors (or figures of speech), with the last two parts complementing the first two. For the terminology part Victor H Condé (1999) is the main source, when dealing with figures of speech both George Lakoff & Mark Johnson (1980) as well as Christine Alm-Arvius (2003) are the sources used. In the third part the theoretical source is Rune Ingo (1991), and in the last part Vinay & Darbelney’s (Munday 2003) ideas on modulation are discussed.</p><p>The source text was rich in metaphors. For this reason it proved very interesting and illuminating to discover how many metaphors that we (or at least the translator) may be unaware of that we use every day. In the text there were both easy-to-spot metaphors, for example half-digested medieval ideas, as well as the ones that are more hard to find, for example on what foundations do rights rest.</p><p>It was the terminology that posed the biggest challenge during the translation process. However, several of the terms are used in almost the same form and manner in the two languages, two examples are policy (policy) and regime (regim). The challenge here was if a term was used in the same manner in English as in Swedish and in such cases the Swedish Parliament’s website www.riksdagen.se was very useful. Another challenge has been idioms and expressions since it was sometimes hard to find good translations for them and many times the whole context was the key to finding out the author’s intent. An example of this is keep both feet firmly planted on the ground which was translated into som försöker vara så verklighetsknutet som möjligt.</p><p>Keywords: translation, human rights, figures of speech, terminology, modulation</p>
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Burman, Anna-Karin. "An Idea Is a Life Form : An attempt to find evidence of the Conceptual MetaphorTheory by studying the Old English poem Beowulf." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-24265.
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This small study concerns occurrences of metaphor, metonymy and conceptual metaphor in the Old English poem Beowulf. The first 224 lines of Beowulf were searched for non-literal passages. Thefound passages were sorted into the groups conventionalized metaphor, metonymy and innovativemetaphor. The conceptual metaphors were in turn sorted into target domains and source domains and grouped within the domains. These were then compared to Modern English and Modern Swedish metaphors and conceptual metaphors with the help of dictionaries and corpus studies. Beowulf was also looked at as a small corpus. Words which were suspected to be used inmetaphorical senses were searched for in the full text and the results were examined and comparedwith modern language usage. It was found evident that Old English and Modern English, as well as Modern Swedish, have many conceptual metaphors in common both when in comes to experiential metaphors and culturally grounded metaphors.
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Lewis-Turner, Jessica Lindsay. "Fantasizing Hermaphroditism: Two-Sexed Metaphors in Nineteenth-Century American Literature and Culture." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/436793.
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English<br>Ph.D.<br>In nineteenth-century medicine, it was generally agreed that “true hermaphroditism,” or the equal combination of male and female sexual characteristics in one body, was impossible in humans. Yet true hermaphroditism remained a significant presence in both fictional and non-fictional texts. Much of the scholarly literature is on the history of hermaphroditism as a history of intersexuality. Fantasizing Hermaphroditism: Two-Sexed Metaphors in Nineteenth-Century American Literature and Culture is a study of both hermaphroditism and the hermaphrodite as a fantasy. My approach is a combination of historicization and close reading. The chapters are in chronological order, and each chapter is centered on a single text. Chapter 1 addresses Julia Ward Howe’s fictional manuscript, The Hermaphrodite; Chapter 2, S.H. Harris’ case narrative on “A Case of Doubtful Sex”; Chapter 3, James Kiernan’s theoretical treatise on “Responsibility in Sexual Perversion”; and Chapter 4, a memoir by an author who went by the names Ralph Werther and Earl Lind, titled Autobiography of an Androgyne. I begin with the broader cultural moment of the text’s writing, and then explore the text’s language and structure in greater depth. This range of texts demonstrates that the hermaphrodite was a fantasy for nineteenth century authors, described as an impossibility but inspiring very real fear and pleasure. The language that they—and we—use in fantasies about the unreal hermaphrodite can help us to unpack these anxieties and desires around marriage, the body, race, and the definition of the individual.<br>Temple University--Theses
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Qian, Jingjing. "More Than an Ornament: Intercultural Communication Value of Metaphors from Chinese and English Literature." Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_theses/37.
Full textAbstract:
Due to China's important status on the global stage, its language and culture have drawn a great deal of attention in academia. Meanwhile, the United States remains a major power, and English continues to be the most widely spoken language in today's world. Exploring intercultural communication among people who speak Chinese and English continues to be an important research area. This study, with its primarily linguistic concern, was designed to focus on a frequently employed figure of speech, metaphor. Based on a comprehensive review of literature on intercultural communication and cognitive linguistics, this research focused on metaphor's cognitive value in order to explore its universal validity. A sample database was generated utilizing metaphorical expressions in classical poetry from Chinese, British, and American literature. An in-depth content analysis was conducted using grounded theory methodology to investigate the common place understanding between Chinese and English cultures. Similarities were achieved among existing patterns of metaphorical expressions from relevant poems. Three primary types of metaphors were found. The first metaphor included abstract concepts projected to concrete concepts. The second metaphor was objects projected to human beings. The third metaphor was objects projected to objects. Two main implications were found based on this research. The primary implication for intercultural communication was related to common ground understanding, adaptation of Chinese immigrants in the United States, and improved international relations. Metaphor's universally cognitive validity constitutes the secondary implication of this study, which contributes to the development of cognitive linguistic theory.
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Wilson, Freeda Catherine. "A model for translating metaphors in proverbs (French to English) : a cognitive descriptive approach." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/12923.
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This thesis presents a model for the translation of proverbs which is multidisciplinary in that it draws on an analysis of theories of metaphor, connotations, context and translation. The culmination of various viewpoints, such as those of cognitive science, translation, semiotics, and comparative linguistics substantiates, in conjunction with the support of a detailed analysis of French and English proverb translations, that translation is a multidisciplinary process, and that a multidisciplinary viewpoint is necessary for the understanding of the translation process. The diversity of premises included in this thesis offer insight into various aspects of translation. Each premise relies on its own area of expertise and jointly they form an overall process that represents the translation of proverbs from French to English. A concept, as well as its components, must be translated in the translational process, including, but not limited to, the message, meaning(s), connotations and linguistic structure of the original text, as well as the information derived from sources external to the linguistic structure, such as information located in the text or in the readerřs own knowledge of the world.
This paper proceeds with a methodological progression through seminal theories, beginning with metaphors and followed by proverbs, translation and comparative linguistics, and concludes with a comprehensive examination of a corpus of French and English proverb translations. Fundamental to the entire translation process is that translation is a cognitive activity, involving multiple processes that are sequential, simultaneous and interdependent. Therefore, the translation model is composed of two levels, how translation occurs and what occurs, as the processes and methods are two different, yet simultaneous, aspects of the translation model. Proverbs were chosen as the corpus and focus of this thesis due to their intensively cultural and metaphoric nature, as well as their received translation pairings. My thesis will also demonstrate that proverbs offer a vast and reliable source of French to English translations, through their use in demonstrating that a model for the translation of metaphors in proverbs is possible.
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Zimarina, Elena. "A comparison of economy-related conceptual metaphors in english and lithuanian popular economic discourse." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130606_104844-35877.
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The present thesis deals with the conceptual economy-related metaphors in the economic discourse. The aim of the thesis is to provide the comparative analysis on the economy-related conceptual metaphors in popular economic discourse in English and Lithuanian. The paper attempts to describe the concept of metaphor and how this rhetorical device is used in the economic discourse. The analysis aims at exploring which metaphoric constructions are dominant in the English and Lithuanian economic rhetoric as well as pointing out the differences or similarities in the usage of the linguistic expressions of these constructions and the functions of the metaphorical language in economic texts.
The paper consists of two parts, theoretical and analytical. Chapter 2 and 3 provides theoretical background for the analysis. Chapter 2 discusses the concept of metaphor. Section 2.1 deals with the traditional view of metaphor; whereas section 2.2 introduces cognitive linguistics and how this discipline describes metaphor. Next, section 2.3 provides a discussion on the conceptual metaphor. Section 2.4 cultural variation in metaphor is discussed briefly. Chapter 3 deals with the metaphors in economic discourse. Section 3.1 provides a brief discussion on economic discourse as a genre and its linguistic features. Section 3.2 looks at metaphors in economic discourse.
Chapter 4 presents the analysis of economy-related conceptual metaphors in English and Lithuanian... [to full text]<br>Šis darbas nagrinėja konceptualiąsias su ekonomika susijusias metaforas anglų ir lietuvių ekonominiame diskurse. Analizės tikslas buvo išsiaiškinti, kurios konceptualiųjų metaforų konstrukcijos yra plačiausiai naudojamos lietuvių bei anglų ekonominėje retorikoje pabrėžiant vartojimo skirtumus bei panašumus koncentruojantis į funkcijas, kurias jos atlieka. Ekonominiame bei politiniame diskurse metafora dažnai suvokiama kaip ideologinė priemonė, kuria siekiama paveikti, įtikinti ir manipuliuoti žmonėmis. Atlikus straipsnių, kurių tema yra Lietuvos bei Didžiosios Britanijos stojimas bei požiūris į Euro zoną, populiariuose ekonominiuose leidiniuose, buvo nustatyta, jog dažniausiai ekonominė sistema yra konceptualizuojama kaip gyva būtybė, sodas bei mechanizmas arba mašina. Šios metaforos ekonomistams bei politikams padėjo ne tik paprastai ir suprantamai paaiškinti sudėtingus ekonominius procesus, bet ir įrėminti ir pateikti tam tikrą ekonominę pasaulėžiūrą ir politiką, taip pat sąmonigai ar nesąmonigai buvo naudojamos kaip įrankis įtikinti publiką savo politinių/ekonominių sprendimų teisingumu ir subtiliai paveikti ar pakeisti piliečių nuomonę bei manipuliuoti jų nuostatomis dėl narystės krizę patiriančioje monetarinėje sąjungoje.
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Wang, Yifang. "Translating linguistic metaphors in both directions : a process-oriented study on English-Chinese translation." Thesis, Durham University, 2017. http://etheses.dur.ac.uk/7291/.
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Distinguished from conceptual metaphor, linguistic metaphor refers to metaphor in fixed linguistic form (words, phrases or sentences) of expression. (Lakoff 1993, pp. 202-203) With the development of modern technology, researchers started to investigate the translation process of linguistic metaphor from empirical approaches (e.g. Sjørup, 2013; Zheng and Xiang, 2011 etc.). However, one critical issue remains unexplored: the relationship between translation directionality and the process of linguistic metaphor translation. To fill this gap on the language pair Chinese and English, this study is designed to investigate the impact of linguistic metaphor on cognitive effort, and whether this impact is affected by directionality. Thirty-eight novice translators performed a series of translation tasks (first language (L1): Chinese; second language (L2): English), and their performances were recorded by eye tracking, key logging and cue-based Retrospective Think Aloud devices. For objective description, four eye-key combination indicators are calculated in Generalised Linear Models to demonstrate translators’ allocation of cognitive resources, namely, Total Attentional Duration (TA duration), AU count, AU duration and pupil dilation. The findings suggest that: for the sequential and parallel coordination of Source Text (ST) processing and Target Text (TT) processing, TT processing receives significantly more cognitive effort than ST processing and parallel processing, which partially confirms that Carl and Dragsted (2012) and Hvelplund (2011)’s views on translators’ allocation of cognitive resources are valid for the language pair English and Chinese. Furthermore, it is discovered that the qualitative data from the subjective reflection vary with the quantitative results in this study. For metaphor’s impact on cognitive effort, expression type (linguistic metaphor) can significantly affect participants’ allocation of cognitive resources in both translation directions (Sjørup, 2013; Dagut, 1987; Newmark, 1988), but the results of different indicators are not consistent. And there is also a significant difference between eye-key data and participants’ subjective self-reflections. For the translation directionality, the results partially confirm that the “translation asymmetry” (Chang, 2011) is valid on metaphor related processing: at some perspectives, the translation directionality can significantly affect the relationship between metaphor related expression types and attention-distribution pattern of translation process.
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Görl, Maria. "Fighting for the Podium : Translating metaphors and metonymies in Formula 1 Racing." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-67870.
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This essay researches metaphors and metonymy in motorsports language, mainly investigating strategies for translating the structural metaphors RACING is WAR and RACE POSITIONS are RESOURCES and analyzing the results through both a quantitative and qualitative approach. The material for the research was selected parts of former Formula 1 driver Mark Webber’s autobiography, Aussie Grit: My Formula One Journey (2016). For the translation, dictionaries and parallel texts were utilized, and several works on translation theory, such as Ingo (2007), Newmark (1988), and Lakoff & Johnson (2003) were consulted for both the translation and the following analysis. Research into similar metaphors in other sports (such as Shields & Bredemeier (2013) and Bergh & Ohlander (2012)) was analyzed for background on the phenomenon of structural metaphors in sports. The results show that metonyms are prevalent in motorsports language, and structural metaphors are also well established in both the SL and TL. Regarding metonyms, the parallel texts show that proper noun metonyms can be transferred directly. Most metonyms in the ST are of the PLACE for EVENT category (for example names of racetracks/countries used to reference whole races, and the podium being used to reference placing top three or winning). The metaphor structures are also found in the TL, meaning the intended images can largely be maintained without changing the author’s established structure of the source text. Most metaphors and metonyms can thus be translated literally, or with TL equivalents. Where expansions are necessary, the translator can safely fall back on the structures present in motorsports language to ensure a text a reader with previous knowledge of such language will understand.
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WU, Shixiong George. "A corpus-based synchronic comparison and diachronic interpretation of lexicalized emotion metaphors in English and Chinese." Digital Commons @ Lingnan University, 2007. https://commons.ln.edu.hk/eng_etd/3.
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This study is a corpus-based contrastive study of the cross-language diachronic changes and synchronic variations of lexicalized emotion metaphors (LEMS) in English and Chinese within the framework of cognitive linguistics. Since it is based on a series of basic assumptions of the Lakoffian Conceptual Metaphor Theory (CMT), it is also expected to prove or improve them by making this cross-cultural comparative study of LEMS in English and Chinese. Therefore this study aims at not only the diachronic changes and synchronic variations of LEMS but also the cultural factors underlying them. By applying CMT in the analysis of the corresponding data of LEMS in English and Chinese, and the method of comparative etymology to explore the cultural influences on the variations over the metaphor themes of LEMS in the two languages, this study has achieved the following findings:
(1) Both embodied and non-embodied metaphors are possibly universal in different languages; (2) The cross-language variations of emotion metaphors are often characterized by the cultural variations of the prototypical source concept at the basic category level in different cultures; (3) The commonality and specificity of a metaphor theme in different languages are closely related to the levels of generality of the metaphor theme; (4) Although to a great extent our thinking and ideology are determined by our bodies and the metaphors that they give rise to, or vice versa, the em-minded cultural notions are the important ingredient producing the cross-language variations over the themes of emotion metaphors. It can thus be inferred that metaphor themes are cultural and ideological constructs to some extent;(5) Both the embodied physiological experiences and the em-minded cultural notions play an important role in the conceptualization of emotions; (6) The embodied conceptualization of emotion is sometimes subject to the em-minded cultural notions; (7) There exist three different types of metonyms underlying the conceptualization of emotions in English and Chinese; Based on these important findings, it proposes a three types of metonymy model which functions better in generalizing the different metonymies underlying the conceptualization of emotions in English and Chinese. In addition, this study opens the way for applying the semiotics and cognitive metaphor theory to the studies of metaphors in the etymological structures of LEMS in English and Chinese which might be of great importance for the future development of CMT.
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Sheldon, Douglas H. "'Another Thing': Literature, Containment Metaphors, and the Second Language/Transnational Composition Classroom." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373709955.
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Eriksson, Maria. "Building a Balanced Organizational Culture – Imagery in Corporate Storytelling : Metaphors and Translation." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96428.
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This study investigates the use of metaphors in corporate storytelling and the strategies that may be applied when translating these from English to Swedish. The conceptual metaphor theory was used as a starting point for the investigation of structural metaphors in particular. The results reveal that the most common translation strategy was keeping the same conceptual metaphor in the target text. The second most common strategy was changing into a different metaphor. Moreover, metaphors were often omitted which results in a translation with less evocative imagery. The metaphorical concepts organism and building were found to be the most frequent. The weave metaphor was frequent in storytelling, and the organism, building, and machine metaphors were common in business contexts, similar to what earlier studies have found. Some conceptual metaphors were less frequent in the translation due to cultural differences, although both similarities and differences were encountered when analyzing the metaphorical expressions in detail. The study also reveals that an awareness of organizational metaphors is fundamental in order to render an inspirational and persuasive text in this genre as accurately as possible, while at the same time being faithful to the style and imagery in the original.
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Georgecink, Susan Hrach. "Practices of writing : early modern metaphors of literacy and the function of composition, past and present /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/9389.
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Gunell, Freja. "First Blood Went to Arsenal : A Study of Metaphor in English Football Commentary." Thesis, Mid Sweden University, Department of Humanities, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-9358.
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<p>The aim of this study was to look at English media football commentary and find out what metaphors are used and what purpose they serve. To this end, match reports of two Premier League matches in eight different English newspapers have been used. The metaphors found therein have been analysed and compared to current theories of metaphor forms and function. In these match reports both structural, ontological and orientational metaphors exist. They are drawn from a wide variety of source domains, although the domains of physical fight, military conflict and animal behaviour are particularly prominent. The function of metaphor in this context seems primarily to be to interpret facts in a way that make them palatable to the reader.</p>
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Kissell, Loretta L. "High Hopes and Current Realities: Conceptual Metaphors and Meaning for English Language Learners at the Community College." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/193692.
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Community colleges play a particularly valuable role in providing both immigrant students and international visa students the opportunity to participate in higher education at affordable rates and thereby, the means by which to achieve academic success in the university system and economic success in the market. Thus, community colleges bear the profound task of developing language skills and creating positive academic experiences for all students who are learning English.This phenomenological inquiry examines how English language learners constitute meaning from their experience of learning at a large community college in the southwest United States. The researcher conducted group and individual interviews with English language learners from 13 different countries of origin and 10 different first languages. Participants included international visa students and immigrant students.Cultural capital theory, including linguistic competence, was used to explain how the perceptions of linguistic competence affect the academic experience of different English language learners. The findings suggest that although some students may possess cultural capital that advantaged them in their home countries, without commensurate linguistic competence, academic literacy, and a new cognitive model for learning that cultural capital may not be rewarded with academic success in the United States. Additionally, the findings suggest that cultural capital theory may need to be adapted to explain how it manifests itself in this student population. A second theory, conceptual theory of metaphor, specifically Lakoff & Johnson's (1999) Event Structure Metaphor, provided a cognitive linguistic framework to the analysis of the language used by participants as they described their academic experience. Using the event structure metaphor, this analysis provides some support for the universal nature of metaphorical thought.
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Olsson, Tillström Johanna. "A Study of Metaphors in the Heart of Darkness and their Swedish Translations." Thesis, Växjö University, School of Humanities, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2566.
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<p>The aim of this study is to compare metaphors from the 1970 edition of Joseph Conrsd's Heart of Darkness (originally published in 1902) with their Swedish translations in Mörkrets Hjärta, by Einar Hecksher (2006), to see how mwtaphors have been translated from English into Swedish, i.e. to see if there are any structural differences which cause semantic differences to the metaphors. By comparing the original metaphors with their translations, it is possible to point to difficulties, which may cause problems in the translation process. One example indicates that homonyms can be a problem. Nearly all of the English metaphors have been translated as metaphors in Swedish as well. About half of the metaphors studied have been semantically changed in their translations, yet without any pragmatic differences compared to the originals. It seems not that important which theory about metaphors (e.g. Lakoff, Leech, Levinson, Black) is more 'applicable' than the others with regard to translation. The result of translation of metaphors is more likely due to the translator's perception of the source language, rather than to theories about metaphors per se.</p>
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Esbrí, Blasco Montserrat. ""Cooking" in the mind: a frame-based contrastive study of culinary metaphors in American English and Peninsular Spanish." Doctoral thesis, Universitat Jaume I, 2020. http://hdl.handle.net/10803/669271.
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The present thesis aims at identifying and contrasting metaphorical expressions and their underlying conceptual metaphors grounded in the COOKING domain in American English (AmE) and Peninsular Spanish (PenSp). To achieve this aim, this dissertation focuses on metaphors referred to by culinary actions in COCA and Corpus del Español: Web/Dialects. This investigation presents a refined version of MIP (Pragglejaz, 2007) that integrates frames (Fillmore, 1982) as a semantic tool for characterizing the basic and the contextual senses of words. This procedure allows for identifying the frame elements that are mapped onto other frames in each culture. On the whole, the results of this dissertation expand our knowledge on cross-linguistic variation by pointing out the scope of metaphors evoked and the cultural salience of those metaphors in AmE and PenSp. Therefore, this study reveals valuable clues on the role of culture in the configuration of specific patterns of metaphorical conceptualization.<br>El objetivo de esta tesis es identificar y contrastar expresiones metafóricas y sus metáforas conceptuales subyacentes basadas en el dominio COCINA en Inglés Americano (IngA) y Español Peninsular (EspP). Para lograr este objetivo esta tesis se centra en metáforas evocadas por acciones culinarias en COCA y Corpus del Español: Web/Dialects. Esta investigación presenta una versión mejorada de MIP (Pragglejaz, 2007) que integra marcos (Fillmore, 1982) como herramienta semántica para caracterizar el sentido básico y contextual de las palabras. Este método permite identificar los elementos de marco que se proyectan a otros marcos en cada cultura. Los resultados de esta tesis expanden nuestro conocimiento sobre variación metafórica entre lenguas al señalar el conjunto de metáforas culinarias evocadas y la relevancia cultural de estas metáforas en IngA y EspP. Por tanto, este estudio revela evidencias importantes sobre el rol de la cultura en la configuración de patrones específicos de conceptualización metafórica.
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Eweida, Sara. "The realization of time metaphors and the cultural implications : An analysis of the Quran and English Quranic translations." Thesis, Stockholm University, Department of English, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6853.
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<p>The aims of this paper were to contrast English usages of 'time' metaphors with Quranic Arabic realizations and their representations in three English Quranic translations. Three noted translations of the Quran were used, namely, those done by, Pickthall, Yusuf Ali and Asad ('Quran Search,' 2007). Using the cognitive theory of metaphor as a framework (Lakoff & Johnson, 1980), these translations were examined and contrasted, in order to distinguish the version that corresponded the most accurately with the conceptual metaphors found in both languages. If the examined conceptual metaphor was not realized in either language, changes to the meaning of the Quran were taken into consideration. Finally, historical, social and religious aspects were examined in order to determine the cause of certain conceptual metaphor realizations in both or one of the languages.</p><p>Materials taken from Lakoff & Johnson (1980b), Lakoff (1994), Kövecses (2002), and Kövecses (2006) gave insight into the social-historical reasons behind the metaphor realizations in English while Quranic references and hadiths, or Prophetic narrations, were considered when examining the Quran.</p><p>Two conceptual metaphors were tentatively concluded to be universal and two other metaphors were realized differently on the basis of differing cultural values. Culture in this context referred to the 'mental representations' of certain phenomena of a culture through the language (Kövecses, 2006, p.135).</p><p>The translations done by Yusuf Ali and Pickthall were considered to be more literal and thus more accurate renderings of metaphors in the Quran, within the cognitive theory of metaphor framework, while Asad's translations were considered to be less accurate, containing, on the whole, more paraphrasing and individual interpretation. It was pointed out, however, that this is a sample study that cannot entirely represent the complete works of the authors mentioned. It was suggested that more studies need to be conducted in order to conclusively establish these findings.</p>
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Breaux, Brooke O. "On Grounding Metaphors in Space| The Role of Metaphorical Connections in Accessing the Abstract Meanings of English Prepositions." Thesis, University of Louisiana at Lafayette, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589960.
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<p> Indirect metaphors are pervasive in everyday language: People talk about <i> long</i> vacations, <i>short</i> tempers, and <i>colorful </i> language. But, why do we use concrete lexical items that are associated with the physical world when we talk about abstract, or non-physical, concepts? A potential answer is provided by proponents of Conceptual Metaphor Theory (CMT), who propose that only a small set of the concepts which make up our conceptual system emerge directly from physical experience, and it is this small number of concepts that serves to structure the ways in which we think and talk about abstract concepts (Lakoff & Johnson, 1980). This key assumption in cognitive linguistics—that our understanding of concrete concepts serves to ground our understanding of abstract concepts—is the focus of my research. Although indirect metaphors are thought to be the result of grounded conceptual connections, motivated by experiential knowledge and flowing from the physical to the non-physical (Grady, 1999), it is unclear whether people access these grounded connections when processing the meanings of indirect metaphors.</p><p> The prepositions <i>in</i> and <i>on</i> are an interesting test case for grounded connections: Both lexical items are used frequently by speakers not only to identify the location of one object relative to another but also to refer to more abstract relationships. Therefore, I experimentally investigated the possibility that grounded connections are available for use in tasks requiring on-line processing of these prepositions: Would participants make use of conceptual connections, and if so, would the characteristics associated with these conceptual connections be consistent with the CMT grounding assumption? Although the results for <i>in</i> were consistent with the CMT grounding assumption, the results for <i>on</i> were not. In fact, differences between <i>in</i> and <i>on</i> were found throughout stimulus development, and these differences were used to help explain this discrepancy. The patterns observed throughout this dissertation suggest that <i>in</i> may be more metaphorically active than <i>on </i>, meaning that <i>in</i>'s potential to participate in indirect metaphors is higher than <i>on</i>'s, and that one consequence of this higher metaphorical activity is an increase in the availability of grounded connections during on-line processing.</p>
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Merakchi, Khadidja. "The translation of metaphors in popular science from English into Arabic in the domain of astronomy and astrophysics." Thesis, University of Surrey, 2018. http://epubs.surrey.ac.uk/848802/.
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Popular science articles are nowadays a key component of the scientific writing landscape: science is popularised through a recontextualization of a primary scientific discourse to fit the knowledge and expectations of a broader audience, but then disseminated further through translation. This recontextualization is often achieved using metaphors to help the non-expert reader to access complex and abstract scientific concepts based on shared author-reader experiences, which are, however, not necessarily shared with the new target-culture audience, potentially endangering cross-linguistic communication of the scientific content. This thesis aims to investigate metaphors in American popular science articles dealing with astronomy and astrophysics published in Scientific American and their Arabic translations published in Majallat-Al-Oloom. The thesis focuses more particularly on metaphors fulfilling a pedagogical role which are embedded in culture specific domains. Although English is argued to be the global lingual franca of the sciences nowadays, the use of culture specific metaphors might raise difficulties in disseminating the scientific content in English and in its translations. The field of astronomy and astrophysics has been chosen because of the complex and often abstract nature of its concepts that requires an appropriate discourse strategy to bring abstract concepts closer to the general reader’s understanding. It is also a domain that is visible in the public understanding of the sciences through its large diffusion. In this scientific communication metaphor fulfils not only a terminological function but is also used as a pedagogical tool to achieve popularisation. Despite its role in disseminating scientific content, metaphor in the discourse of astronomy and astrophysics has remained so far unexplored from both metaphor studies and translation perspectives. To achieve these aims, a multidimensional framework combining a conceptual approach with linguistic and functional elements was devised to capture the complexity of metaphor from a translation perspective, especially between languages of differing diffusion where English is a global lingua franca. A bilingual corpus was compiled (circa 150,000 words) and analysed quantitatively and qualitatively. The updated version of the metaphor identification procedure (MIPVU) was further adapted to allow the identification of the linguistic metaphors and their functions. The methodology also accounted for how the conceptual metaphors are implied from the linguistic data, a step that is often unaccounted for in the literature. The study shows that linguistic metaphors used in the source texts fulfil mainly a pedagogical function and are often embedded in culture-specific domains, presenting challenges for translation. A wide range of strategies was identified in the translation of these metaphors, where the same conceptual metaphor is often reproduced in the target text by combining many strategies (couplets). This results in new metaphors in the target system that are argued to achieve a dual purpose: they facilitate access to scientific concepts communicated in the source text by unpacking the metaphorical images for a new audience; and they contribute to the enrichment of the target-language system.
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Jin, Lingxia. "SECOND LANGUAGE ACQUISITION OF SPATIAL METAPHORS IN ENGLISH AND CHINESE WRITINGS: INSIGHTS FROM NATIVE AND LEARNER LANGUAGE CORPORA." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/203488.
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First outlined by Lakoff and Johnson (1980), Conceptual Metaphor Theory (CMT) continues to thrive (e.g. Lakoff&Johnson 1992, Lakoff, 1993, 1999, 2008), by first challenging the traditional view on metaphor as a matter of language and something extraordinary and poetic. CMT claims that metaphor is pervasive and essential in language and thought. Furthermore, metaphor is considered as the locus for abstract reasoning in this theory.Since its proposal, CMT has triggered plethoric research. However, few empirical studies have examined metaphors in second language (L2) acquisition and the importance of metaphor has not been fully recognized as an indispensable dimension in second language teaching and learning (Littlemore, 2009; Littlemore&Low, 2006b). However, metaphors present a hurdle for L2 learners (Danesi, 1992); L2 learners misinterpret metaphors for cultural reasons (Littlemore, 2003); teaching conceptual metaphor as a learning strategy facilitate language learning (Littlemore&Low, 2006a; Li, 2009).Thus, the current study investigates metaphor in learner language in light of CMT via a corpus-based approach. The study particularly examines how L2 learners of Chinese and English express vertical spatial metaphors in L2 English and L2 Chinese writings and how they differ from learners' target languages and learners' native languages.The findings reveal that L2 language development is a dynamic process and four key factors are found to interplay in learners' acquisition of conceptual metaphors: frequency of the metaphor, L2 proficiency, topic familiarity, and linguistic factors. In particular, the frequency of the metaphor as reflected in the target language has the most important impact on learners' acquisition of conceptual metaphors, overriding the factor whether a metaphor is shared in L1 and L2 or not; secondly, L2 proficiency influences how learners are affected by their first languages: learners with lower proficiency are more affected; thirdly, learners acquire the metaphors associated with a familiar topic; finally, L2 learners are constrained by the main semantic unit in the metaphorical expressions. Overall, the study demonstrates that figurative language development is a dynamic process: learners' metaphoric competence demonstrates a developmental pattern, in particular, a pendulum effect and it eventually emerges over L2 proficiency.
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Sturesson, Adriana. "Are metaphors worth teaching? : A study about the relation between the use of metaphors in L2 writing and high grades in the National test of English for year 9 in the compulsory education in Sweden." Thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-74863.
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The present study offers an initial exploration of the implications of metaphoric competence in L2 writing in the Swedish educational context. Metaphors from a cognitive perspective, are a core part of our daily lives. Moreover, they are a reflection of our thoughts and cognition, and an important part of every student learning path towards mastering a second language. The development of metaphoric competence, which includes the ability to understand and produce metaphors, can contribute substantially to second language proficiency. This paper examines the extent to which students obtaining the highest grades in the Swedish national test for grade 9 use metaphors in comparison to students who get the lowest grades and see whether there is a difference in the metaphoric comptence among students. For the study, 20 essays were analysed using the metaphor identification procedure (MIP). Finally, the paper explores the educational implications of these results in the EFL classroom.
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Sun, Ling. "A Cognitive Study of War Metaphors in Five Main Areas of Everyday English : Politics, Business, Sport, Disease and Love." Thesis, Högskolan Kristianstad, Sektionen för Lärarutbildning, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-7810.
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Laws, Alexander S. "Setting the Stage and Building Homes: Architecture Metaphors and Space in Donne's First Caroline Sermon." ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2671.
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Through his use of "foundation" and "house" metaphors in his "First Sermon Preached to King Charles at St. James, 3 April 1625," John Donne discreetly presents his ideologies and principles before the new king, while simultaneously criticizing his contemporaries' misguided bickering over religio-political factions. This essay seeks to unpack the history surrounding, as well as the casuistical logic found within Donne's first sermon preached during the Caroline period, which both explicitly and implicitly addresses the foremost anxieties of the people of the changing age.
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Daneback, Jenny. "Disease and disaster : On the translation of illness and natural force metaphors in a journalistic political essay." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65116.
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This essay deals with the translation of certain metaphors in a journalistic political essay. It focuses on metaphor as a conceptual and rhetorical device, and on the translation of metaphors that make use of the source domains NATURAL FORCE and ILLNESS. The aim of the essay is to investigate to what extent the two source domains are transferred to the target text in translation, and to show how the fact that metaphors are both conceptual and rhetorical is reason for why they should be transferred when possible. The study is quantitative in that it looks at frequency of source domain transfer into the target text and at the frequency of a few metaphor translation methods, and it is qualitative in that it explains how the metaphors are both conceptual and rhetorical choices on behalf of the author, and in that it explains and analyses the processes leading to certain metaphor translation strategies. The study finds that four different methods are used when translating the metaphors in questions and that it is by far most common to directly translate them. The second most common strategy allows for the source domain to be transferred to the target text but for the actual lexemes or phrases belonging to it to be exchanged for other lexemes or phrases within the same source domain.