We investigate the different interpretations related to the metaphorical imprint of climate change in English and French media discourses. This cross-linguistic perspective is motivated by the particularities of both languages which have been assumed to promote different understandings of climate change-related concepts. We focus on the metaphor carbon footprint whose meaning can be compared to another climate change metaphor in English: fingerprint . These two source domains share a highly specific and concrete meaning interpreted from lexical constructions enabled by the English language. In French, however, such a specification cannot be interpreted from the meaning of the metaphor empreinte carbone ( carbon imprint ) which defines a similar concept. We rely on visual representations of these metaphorical expressions in English and French to discuss the characteristics associated with each source domain: we show that visual metaphors can contradict expectations emerging from the interpretations of verbal metaphors.
{"title":"How visual metaphors can contradict verbal occurrences","authors":"Anaïs Augé","doi":"10.1075/msw.20001.aug","DOIUrl":"https://doi.org/10.1075/msw.20001.aug","url":null,"abstract":"\u0000We investigate the different interpretations related to the metaphorical \u0000 imprint\u0000 of climate change in English and French media discourses. This cross-linguistic perspective is motivated by the particularities of both languages which have been assumed to promote different understandings of climate change-related concepts. We focus on the metaphor \u0000 carbon footprint\u0000 whose meaning can be compared to another climate change metaphor in English: \u0000 fingerprint\u0000 . These two source domains share a highly specific and concrete meaning interpreted from lexical constructions enabled by the English language. In French, however, such a specification cannot be interpreted from the meaning of the metaphor \u0000 empreinte carbone\u0000 (\u0000 carbon imprint\u0000 ) which defines a similar concept. We rely on visual representations of these metaphorical expressions in English and French to discuss the characteristics associated with each source domain: we show that visual metaphors can contradict expectations emerging from the interpretations of verbal metaphors.","PeriodicalId":51936,"journal":{"name":"Metaphor and the Social World","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45781119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of the current paper is to reinterpret some results of two previous studies on the mastery of figurative expressions from the perspective of usage-based linguistics. The reanalysis aims to shed more light on the learning and use of figurative language by multilingual students by exploring the complex interplay of linguistic creativity, expressivity, and conventionality in figurative expressions. The reinterpretation shows that many of the examples that were previously categorized as novel figurative expressions used in students’ writing, can be analyzed as instances of regular patterns, i.e. constructions, with certain lexical idiosyncrasies. Modifications of conventionalized figurative expressions are discussed and reinterpreted in terms of strength of entrenchment of links between form and meaning within certain constructions or links between constructions and conventionalized pragmatic information in the multilinguals’ mental construction. Implications for the treatment of Swedish figurative expressions in the second language class room are, in line with previous research, that focusing on regularity might reduce unpredictability, often seen as the core difficulty in the learning of such expressions in an L2. The paper also offers some directions for further investigation of the socio-cognitive processes involved in the learning of figurative language in an additional language.
{"title":"Figurative language in multilingual students’ L2 Swedish – a usage-based perspective","authors":"Julia Prentice","doi":"10.1075/msw.00017.pre","DOIUrl":"https://doi.org/10.1075/msw.00017.pre","url":null,"abstract":"\u0000 The aim of the current paper is to reinterpret some results of two previous studies on the mastery of figurative\u0000 expressions from the perspective of usage-based linguistics. The reanalysis aims to shed more light on the learning and use of\u0000 figurative language by multilingual students by exploring the complex interplay of linguistic creativity, expressivity, and\u0000 conventionality in figurative expressions. The reinterpretation shows that many of the examples that were previously categorized\u0000 as novel figurative expressions used in students’ writing, can be analyzed as instances of regular patterns, i.e.\u0000 constructions, with certain lexical idiosyncrasies. Modifications of conventionalized figurative expressions are discussed and\u0000 reinterpreted in terms of strength of entrenchment of links between form and meaning within certain constructions or links between\u0000 constructions and conventionalized pragmatic information in the multilinguals’ mental construction. Implications for the treatment\u0000 of Swedish figurative expressions in the second language class room are, in line with previous research, that focusing on\u0000 regularity might reduce unpredictability, often seen as the core difficulty in the learning of such expressions in an L2. The\u0000 paper also offers some directions for further investigation of the socio-cognitive processes involved in the learning of\u0000 figurative language in an additional language.","PeriodicalId":51936,"journal":{"name":"Metaphor and the Social World","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41557746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Foreword","authors":"A. Piquer-Píriz","doi":"10.1075/msw.00014.for","DOIUrl":"https://doi.org/10.1075/msw.00014.for","url":null,"abstract":"","PeriodicalId":51936,"journal":{"name":"Metaphor and the Social World","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43728035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
From 1850 to 1980 the Norwegian state pursued a policy of Norwegianization of the Sami, where schools played an important part in the attempt to turn Sami children into Norwegian citizens. Pupils lived in boarding schools where all teaching was in Norwegian and it was forbidden to speak Sami, both in and out of the classroom. This article examines metaphors in three types of material: Norwegian textbooks; Sami literature in these textbooks; and Sami testimony literature. The aim is to find out how the Norwegian state used its power to stigmatize Sami identity through metaphors in textbooks, and how Sami writers show their resistance to Norwegianization through metaphors in Sami literary texts and Sami testimony literature. The analysis also examines whether metaphors are signalled or not, in order to see if they are open to negotiation or taken as self-evident, and if signalling can be related to genre. One central finding is that the Norwegian texts contain more condescending and less signalled metaphors than the Sami ones. Another is that signalling might be related to genre: there are more signalled metaphors in the reflective narratives of witness testimonies than in the other genres that are examined. The theoretical foundations of the analyses are discourse-based metaphor analysis in a post-colonial perspective.
{"title":"Answering the charge?","authors":"Norunn Askeland","doi":"10.1075/msw.00020.ask","DOIUrl":"https://doi.org/10.1075/msw.00020.ask","url":null,"abstract":"\u0000From 1850 to 1980 the Norwegian state pursued a policy of Norwegianization of the Sami, where schools played an important part in the attempt to turn Sami children into Norwegian citizens. Pupils lived in boarding schools where all teaching was in Norwegian and it was forbidden to speak Sami, both in and out of the classroom. This article examines metaphors in three types of material: Norwegian textbooks; Sami literature in these textbooks; and Sami testimony literature. The aim is to find out how the Norwegian state used its power to stigmatize Sami identity through metaphors in textbooks, and how Sami writers show their resistance to Norwegianization through metaphors in Sami literary texts and Sami testimony literature. The analysis also examines whether metaphors are signalled or not, in order to see if they are open to negotiation or taken as self-evident, and if signalling can be related to genre. One central finding is that the Norwegian texts contain more condescending and less signalled metaphors than the Sami ones. Another is that signalling might be related to genre: there are more signalled metaphors in the reflective narratives of witness testimonies than in the other genres that are examined. The theoretical foundations of the analyses are discourse-based metaphor analysis in a post-colonial perspective.","PeriodicalId":51936,"journal":{"name":"Metaphor and the Social World","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46607159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores metaphor translation strategies of novice translators: university students translating from L1 Norwegian to L2 English. We first describe the translation strategies they employ in their translated texts, thereby offering evidence of what translators do with metaphor based on multiple translations of the same metaphor-dense source text. We then go beyond this descriptive analysis to discuss why these translators make their particular choices, analyzing the students’ in-class discussion and individual written reflections about their translations. We thus illuminate the challenges that the novice translators consciously perceive (that is, is metaphor a problem?), as well as their motivation for and evaluation of their translation solutions. In this way, we shed light on the concept of the ‘successful’ translation of metaphor.
{"title":"Learner translation of metaphor","authors":"Susan Nacey, Siri Fürst Skogmo","doi":"10.1075/msw.00016.nac","DOIUrl":"https://doi.org/10.1075/msw.00016.nac","url":null,"abstract":"\u0000This article explores metaphor translation strategies of novice translators: university students translating from L1 Norwegian to L2 English. We first describe the translation strategies they employ in their translated texts, thereby offering evidence of what translators do with metaphor based on multiple translations of the same metaphor-dense source text. We then go beyond this descriptive analysis to discuss why these translators make their particular choices, analyzing the students’ in-class discussion and individual written reflections about their translations. We thus illuminate the challenges that the novice translators consciously perceive (that is, is metaphor a problem?), as well as their motivation for and evaluation of their translation solutions. In this way, we shed light on the concept of the ‘successful’ translation of metaphor.","PeriodicalId":51936,"journal":{"name":"Metaphor and the Social World","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43990012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article investigates the use of friendship metaphors in texts by adult second language writers, in relation to the occurrence and function of metaphor and the writers’ discursive constructions of identity. The texts come from the final assessment in Swedish for Immigrants (SFI), a language program in basic Swedish. The analysis confirmed the initial assumption that the emotional and existentially loaded theme of friendship allows for the use of metaphor. The results also showed that the experience of writers as newcomers in Sweden played out in the metaphors that were used and their contexts. In order to categorize the found metaphors, a model was developed to show how systematic metaphors reflect functions and values related to three thematic categories: guidance and help, belonging and inclusion, and sharing and solidarity. For several metaphors, the metaphoricity was created through novel and unidiomatic wording, i.e. a kind of neologism that can be considered a communication strategy. The importance of using universal and abstract themes in language testing is emphasized, to enable second language writers to express different facets of experience and knowledge through existential thoughts and attitudes – not only as language learners and newcomers, but also as social agents who create and keep transnational relations through friends.
{"title":"Second half part of the apple","authors":"Katrin Ahlgren, Ulrik Magnusson","doi":"10.1075/msw.00019.ahl","DOIUrl":"https://doi.org/10.1075/msw.00019.ahl","url":null,"abstract":"\u0000 This article investigates the use of friendship metaphors in texts by adult second language writers, in relation\u0000 to the occurrence and function of metaphor and the writers’ discursive constructions of identity. The texts come from the final\u0000 assessment in Swedish for Immigrants (SFI), a language program in basic Swedish. The analysis confirmed the initial assumption\u0000 that the emotional and existentially loaded theme of friendship allows for the use of metaphor. The results also\u0000 showed that the experience of writers as newcomers in Sweden played out in the metaphors that were used and their contexts.\u0000 In order to categorize the found metaphors, a model was developed to show how systematic\u0000 metaphors reflect functions and values related to three thematic categories: guidance and help, belonging and\u0000 inclusion, and sharing and solidarity. For several metaphors, the metaphoricity was created through\u0000 novel and unidiomatic wording, i.e. a kind of neologism that can be considered a communication strategy.\u0000 The importance of using universal and abstract themes in language testing is emphasized, to enable second language\u0000 writers to express different facets of experience and knowledge through existential thoughts and attitudes – not only as language\u0000 learners and newcomers, but also as social agents who create and keep transnational relations through friends.","PeriodicalId":51936,"journal":{"name":"Metaphor and the Social World","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47608622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Without metaphor there would be no legs on the table, no hands on the clock. These are dead metaphors. Even that expression is a metaphor, for how can something be dead that has never literally been born. It is an expression which cannot be taken literally. In its first use it was 'alive' in the sense of being new or witty or apt and memorable. Without metaphor we are reduced to the bare bones of language, to a kind of Orwellian Newspeak. One can hardly avoid using metaphors to explain them. Even scientists and mathematicians use metaphors but they usually refer to them as models. Metaphor is a function of language which enables us to be creative. Not only the person who coins, invents, or thinks of the new metaphor but also the listener or reader who constructs a personal meaning for him or her self. We speak of creativity in education, as a human capacity to be encouraged and developed. How creative can humans be? Do they ever really 'create' anything new apart from reproductions of themselves? Any creative activity such as painting, building or gardening is really re-organising elements already created. So humans enjoy 'creating' their own order, forms, or patterns which we call art. Language is capable of endless patterns. The basic patterns, usually known as grammar, appear to be innate and in speech and writing we use these 'inbuilt' structures to create new sentences of our own. At its highest level we call this literature. It has taken us some time to realise that a word in itself has no meaning as it is a symbol only. For those aspects of experience which are difficult to explain we turn to metaphor. Thus religions often use myths and symbols. Anthropology describes many human activities as metaphoric, for example myths or totemism. Practically every sphere of human activity is imbued with this magical quality of metaphor, for it extends our understanding of the world by giving us a kind of 'elastic' way of describing our experiences. It is not the prerogative of writers or poets but a power we all possess and one which has been derided and abused at times in our history. Only now is it increasingly being recognized as a human capacity worthy of study. In this work I delve into some aspects of the use of metaphor to show how we need to be aware of its potent, pervasive power, especially those of us involved in teaching for whom I will attempt to demonstrate that teaching is itself a metaphoric activity.
{"title":"Metaphor in Education","authors":"Maureen Kortens","doi":"10.1075/msw.11.2","DOIUrl":"https://doi.org/10.1075/msw.11.2","url":null,"abstract":"Without metaphor there would be no legs on the table, no hands on the clock. These are dead metaphors. Even that expression is a metaphor, for how can something be dead that has never literally been born. It is an expression which cannot be taken literally. In its first use it was 'alive' in the sense of being new or witty or apt and memorable. Without metaphor we are reduced to the bare bones of language, to a kind of Orwellian Newspeak. One can hardly avoid using metaphors to explain them. Even scientists and mathematicians use metaphors but they usually refer to them as models. Metaphor is a function of language which enables us to be creative. Not only the person who coins, invents, or thinks of the new metaphor but also the listener or reader who constructs a personal meaning for him or her self. We speak of creativity in education, as a human capacity to be encouraged and developed. How creative can humans be? Do they ever really 'create' anything new apart from reproductions of themselves? Any creative activity such as painting, building or gardening is really re-organising elements already created. So humans enjoy 'creating' their own order, forms, or patterns which we call art. Language is capable of endless patterns. The basic patterns, usually known as grammar, appear to be innate and in speech and writing we use these 'inbuilt' structures to create new sentences of our own. At its highest level we call this literature. It has taken us some time to realise that a word in itself has no meaning as it is a symbol only. For those aspects of experience which are difficult to explain we turn to metaphor. Thus religions often use myths and symbols. Anthropology describes many human activities as metaphoric, for example myths or totemism. Practically every sphere of human activity is imbued with this magical quality of metaphor, for it extends our understanding of the world by giving us a kind of 'elastic' way of describing our experiences. It is not the prerogative of writers or poets but a power we all possess and one which has been derided and abused at times in our history. Only now is it increasingly being recognized as a human capacity worthy of study. In this work I delve into some aspects of the use of metaphor to show how we need to be aware of its potent, pervasive power, especially those of us involved in teaching for whom I will attempt to demonstrate that teaching is itself a metaphoric activity.","PeriodicalId":51936,"journal":{"name":"Metaphor and the Social World","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42204508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Afterword","authors":"Fiona MacArthur","doi":"10.1075/msw.00022.mac","DOIUrl":"https://doi.org/10.1075/msw.00022.mac","url":null,"abstract":"","PeriodicalId":51936,"journal":{"name":"Metaphor and the Social World","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42103391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This special issue explores the use of metaphor in education from a multilingual perspective in two Scandinavian countries, Norway and Sweden. In this introduction, we include a brief overview of earlier research in the domain and identify common factors noteworthy to discuss in relation to the multilingual context, for instance, the notion of creativity and speaker legitimacy in a second language context. The issue includes six articles comprising multilingual school children, youth, university students, adult migrants, and indigenous minorities. Several of the articles focus on second language acquisition, use and assessment, while others deal more with social issues, including unequal power relations and prejudices that newcomers encounter in everyday life.
{"title":"Metaphor in education","authors":"Katrin Ahlgren, A. Golden, Ulrik Magnusson","doi":"10.1075/msw.00015.ahl","DOIUrl":"https://doi.org/10.1075/msw.00015.ahl","url":null,"abstract":"\u0000 This special issue explores the use of metaphor in education from a multilingual perspective in two Scandinavian\u0000 countries, Norway and Sweden. In this introduction, we include a brief overview of earlier research in the domain and identify\u0000 common factors noteworthy to discuss in relation to the multilingual context, for instance, the notion of creativity and speaker\u0000 legitimacy in a second language context. The issue includes six articles comprising multilingual school children, youth,\u0000 university students, adult migrants, and indigenous minorities. Several of the articles focus on second language acquisition, use\u0000 and assessment, while others deal more with social issues, including unequal power relations and prejudices that newcomers\u0000 encounter in everyday life.","PeriodicalId":51936,"journal":{"name":"Metaphor and the Social World","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46625751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Piquer-Píriz & Alejo-González (2020): Metaphor in Foreign Language Instruction","authors":"Sally Zacharias","doi":"10.1075/msw.00023.zac","DOIUrl":"https://doi.org/10.1075/msw.00023.zac","url":null,"abstract":"","PeriodicalId":51936,"journal":{"name":"Metaphor and the Social World","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44574774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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