Abstract
This study sought answers related to the distribution of colour terms in Persian poems and their metaphoric reflection in poets' beliefs, ideas, or values. In so doing, 137 Persian verses from two poetry books with colour terms in content were considered for the analysis. Four raters who studied literature of Persian scrutinized the verses for the evaluation of the colour metaphoric conceptualizations. To validate the raters' suggestions, a focus group of sixteen commented on the recommended connotations. Results indicated that colours are not similarly distributed in Persian poems, are used with different conceptualizations and stood for both positive and negative connotations. Therefore, since colours are part of the authors' and speakers' daily lives to express information, knowledge of metaphoric expressions is suggested to be an inseparable part of language classes.
Highlights
For many years, scholars have been examining how metaphorical expressions connect to their cognitive geneses (Lakoff/Johnson 1980a, 1980b; Gibbs 1994; Fauconnier/Turner 1998; Forceville 2002; Goddard 2004)
Due to scarcity of studies accomplished on the use, frequency and distribution of conceptual metaphor of colours across languages in general and Persian in particular, the present study investigated the conceptual metaphor of colours in poems to figure out the frequent colours and the common conceptualizations those colours signify in Persian
To what extent are the poet's beliefs, ideas, or values reflected in the use of colour metaphors?
Summary
Scholars have been examining how metaphorical expressions connect to their cognitive geneses (Lakoff/Johnson 1980a, 1980b; Gibbs 1994; Fauconnier/Turner 1998; Forceville 2002; Goddard 2004). Conceptual metaphor refers to the understanding of an abstract concept, called the target domain, in terms of a concrete concept of which one can have direct sensory experience, namely the source domain. This underlying association between the two domains is held to be systematic in both language and thought (Babarczy/Bencze/Fekete/Simon 2010: 1).
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