Metaphor: Bill Clinton’s rhetorical weapon to foster peace between Jordan and Israel

In this study we shall try to understand the way educative modernity, through the pedagogical work of Celestin Freinet (1896-1966), can be expressed by the use of metaphors. In this case, the agricultural metaphor. In this context, the author, influenced mainly by the work of Paul Ricoeur, Daniel Hameline and Naninne Charbonnel on metaphor, will attempt to understand whether or not the agricultural metaphor is opened to symbol and to question the nature of the symbol itself, which starts in the metaphor and goes up to a semantical level which is more speculative in nature than properly educational. In this context, the pedagogical work of Freinet will be analysed in order to illustrate in a better way not only the massive use of the agricultural metaphor but also to question the educational and hermeneutical meaning of that use itself. This questioning will be in itself part of the answer to the initial question and it also opens the way to other and new interrogations even if they generate themselves a “conflict of interpretations” (Paul Ricoeur, 1969).

During conversations with families of critically ill patients in intensive care units (ICUs), clinicians' metaphoric language use may facilitate families' understanding, but also has potential drawbacks. We sought to obtain insights regarding how ICU clinicians use metaphors regarding patients' disease and treatment trajectory. We identified clinicians' metaphor use in N=101 audio-recorded neonatal, pediatric, and adult ICU family conversations about life-sustaining treatments. Using qualitative content analyses, each metaphor's semantic domain, disease phase, and dialogical function were coded. Overarching themes and patterns were analyzed. Journey metaphors (N = 140 in N = 54 conversations) most frequently referred to the semantic domains boundary, path and bridge. Although most functioned to convey clinical information (72 %), metaphors were mainly presented in an emotionally charged way, serving to manage families' perceptions. As patients' conditions deteriorated, metaphors more often functioned to prepare families for medical limits. Metaphors were sometimes potentially unclear. Others suggested high patient agency, starkly contrasting with patients' unconscious state. Metaphors related to ICU patients' disease and treatment trajectory are common. They may clarify information or strengthen clinicians' arguments but can also cause confusion and thereby hinder decision-making. Enhancing clinicians' awareness about their metaphor use may promote more effective information exchange and decision-making.

Metaphors are important devices in academic discourse. Although several studies have examined the use of metaphors in academic discourse, their findings remain inconclusive due to the manual detection of metaphors and hence the very limited size of data used in their research. To address the issue, we proposed a method to analyse the use of lexical metaphors in a large-scale dataset of academic texts. To be specific, we used a pre-trained large language model to automatically identify and examine the use of lexical metaphors in more than forty-thousand abstracts across five disciplines. The findings showed that lexical metaphors were frequently used across disciplines. In addition, lexical metaphors were used more frequently in soft sciences than in hard sciences. Among the three types of metaphors, indirect metaphors were used most frequently. The results were explained from perspectives such as different roles that texts of different disciplines played for the dissemination of knowledge and the communication of scientific arguments and the functions of different metaphor types. Our study is the first large-scale attempt to extensively analyse the use of lexical metaphors with an automatic metaphor identification tool in academic discourse. Implications for academic writing instruction and future research are also discussed.

This article is devoted to the use of orientation metaphors in economic discourse in the headlines of Vietnamese and Russian online publications. The aim of the study is to identify the main types of conceptual orientation metaphors in Russian and Vietnamese, which are based on different spatial oppositions, as well as to establish the frequency of use of these metaphors in the headlines of Internet articles on economic topics. The research material was headlines taken from leading Vietnamese and Russian online publications for 2019-2022, which contain orientation metaphors. The main research methods are component analysis, comparative analysis, conceptual analysis method and continuous sampling method. The scientific novelty of the study lies in the fact that it is the first time that orientation metaphors in the Russian and Vietnamese languages have been studied. As a result of the work, the main types of orientation metaphors in the headings of economic texts are identified: top - bottom; forward - backward; right - left; inside - out, and similarities and differences in the use of these metaphors in Russian and Vietnamese are also presented. Based on the analysis of examples, it can be concluded that the use of orientation metaphors in the headlines of Russian and Vietnamese articles on economic topics has many similarities, despite the differences in geographical location, as well as in the economic systems of the two countries.

The present study is an analysis of the representation of the crises brought about by the coronavirus disease (Covid-19) at the socio-economic front in Saudi Arabia and the world over, in two Saudi English dailies, Saudi Gazette and Arab News. The study analyses the use of metaphors in the language employed in reporting the news items or presentation of expert opinions on the virus and the disease, and the deeper significance of the use of such metaphors in writing on the pandemic and its causes. Cognitive Metaphor Theory (CMT) has been employed as framework of analysis and the data have been analysed using Pragglejaz Group’s MIP. Six news and opinionated items (two from Saudi Gazette and four from Arab News) have been analysed. The analysis shows that the crisis writing relies heavily on war metaphors, Sinophobia metaphors, and metaphors allaying fears. The metaphorical language used in the selected English dailies plays a big role in allaying the public fears on the spread of the disease and putting the government programs in the right perspective. The use of metaphorical language to talk about the pandemic and its potent causes has been quite effective in addressing the sensitive issues since human psyche displays deep-set prejudices against certain panic conditions and social formations.

metaphor sometimes used teaching discipline-based academic is that the experience of learning to write various academic contexts is like learning a new (L2) . This approach is critically examined here, and its implications for across the (WAC) programs at the college level are discussed. It is argued that uncritical use of the metaphor can mask the difficulties of learning a second and lead to marginalization of second-language writers WAC programs and the professional discourse of composition studies general. In addition, it is proposed that specialists both WAC and English-as-a-Second-Language have much to learn from each other. Mutually beneficial ways of achieving interdisciplinary collaboration between the two fields are considered. (Contains 14 references.) (MSE) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Beyond the L2 Metaphor 1 Beyond the L2 Metaphor: Towards a Mutually Transformative Model of ESL/WAC Collaboration Paul Kei Matsuda and Jeffrey Jablonski Purdue University Learning to write the disciplines is often difficult because students tend to be unfamiliar with discipline-specific practicessuch as linguistic and discourse conventions, audience expectations as well as dominant cultural and epistemological assumptions. To many undergraduate and graduate students, the experience of learning to write various academic contexts is akin to learning a new language. To characterize this experience, the analogy of the disciplines as a second language has been invoked by some across the curriculum (WAC) specialists. We want to argue, however, that the second-language metaphoror, for short, the L2 metaphorneeds to be approached critically because the disciplines, after all, is not the same as learning a second language. Our first goal this paper, then, is to critically examine the WID as a second language metaphor and consider its implications for WAC programs. Specifically, we want to argue for a critical approach to the use of this metaphor because, as we will discuss, its broad and uncritical use can mask the complexity of second-language learning and can lead to the marginalization of second-language writers WAC programs as well as the professional discourse of composition studies general. By critiquing the use of the L2 metaphor composition studies, however, we do not mean to suggest that second-language studies have nothing to offer WAC specialists; on the contrary, we believe that specialists both WAC and English as a second (ESL) have much to learn from one another. The second goal of this paper is to consider mutually beneficial ways of achieving interdisciplinary collaboration between WAC and ESL specialists. BEST COPY AVAILABLE 2 PERMISSION TO REPRODUCE ANDU.S. DEPARTMENT OF EDUCATION DISSEMINATE THIS MATERIAL HAS Office of Educational Research and improvement BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) tais document has been reproduced as received from the person or organization originating it. O Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 6 Points of view or opinions stated this document do not necessarily represent official OERI position or policy. Beyond the L2 Metaphor 2 The Uses of the L2 Metaphor Composition Studies In general, the L2 metaphor is useful because it can encourage specialists composition studies to learn from second-language studies. As Tony Silva, Ilona Leki and Joan Carson recently argued Broadening the Perspective of Mainstream Composition Studies, insights from second-language acquisition and ESL pedagogy could help composition studies develop a more global and inclusive view of writing (402). In Understanding ESL Writers, Leki also wrote that in certain ways theories about and insights into second-language acquisition may be useful for all teachers, since researchers, theorists, and teachers have pointed out that even one's native language, learning to write is something like learning a second language (10). prime example of the use of the L2 metaphor by a WAC specialist can be found A Stranger Strange Lands, Lucille Parkinson McCarthy's classic study of a college student various disciplinary classrooms. In this study, McCarthy characterized the experience of Dave, a white, middle-class college student, by comparing it to the process of learning a second languageor second languages. She wrote: As I followed Dave from one classroom situation to another, I came to see him, as he made his journey from one discipline to another, as a stranger strange lands. In each new class Dave believed that the he was doing was totally unlike anything he had ever done before. This metaphor of a newcomer a foreign country proved to be a powerful way of looking at Dave's behaviors as he worked to use the new languages unfamiliar academic territories. (234)

A developmental ecological study of novel metaphoric language use

Contemporary cognitive linguistics views metaphor as pervasive in thoughts and conceptual in nature. Many ground-breaking facts on how human minds make use of metaphors have been revealed through research on cognitive sciences. Over the years, studies on conceptual metaphors in religious discourse have been conducted, but little is known about how orators make use of ethos (ethical appeals) and conceptual metaphors to influence their audience. This paper reports the results of a descriptive study which explores the influential Muslim thinker and theologian, Bediuzzaman Said Nursi’s (1877-1960) use of ethos and conceptual metaphors in his Damascus Sermon (1911). Specifically, this study identifies and interprets the metaphorical expressions used by Nursi which help him establish his ethos and strengthen his argument in the long run. The classical rhetoric theory is employed to examine the ethos while Lakoff and Johnson’s (1980) cognitive theory of metaphor is employed to analyse the conceptual metaphors in the Sermon. The analysis of the Sermon involves 3 main stages: i) the identification of selected extracts that indicate ethos, ii) the identification of linguistic metaphors and iii) the identification of the underlying conceptual mapping of the metaphorical expressions. In order to identify the linguistic metaphors, the Metaphor Identification Procedure (MIP) by PRAGGLEJAZ Group (2007) has been used. The findings show how the use of metaphors in the Sermon has contributed to the effectiveness of the ethical appeals made by Nursi, adding to his persuasive power. This study sets an antecedent for future studies on conceptual metaphors in religious discourse as a mechanism for rhetorical appeals.

<p>This two-phase project investigated metaphorical language use in second language learners’ essays from both perspectives of products and processes. The first phase relied on text analysis to examine the patterns of metaphorical language use in 396 undergraduate essays at four different year levels, focusing on the metaphoricity and the phraseology of their metaphorical language. The study has shown that there were differences in metaphorical language use at different year levels. Metaphorical language use was also found to correlate with writing grades. Conventional metaphorical language use, in particular, significantly explained writing grades. The second phase explored the learners’ thoughts behind their written production of metaphorical language using data from computer-logged keystrokes and stimulated retrospective interviews. It was found that there was a relationship between the locations and durations of the pauses and the metaphoricity and phraseology of the metaphorical language the participants produced. The study has shown that learners had low awareness of the metaphorical nature of the language they used, and that the underlying thoughts behind their metaphorical language use involved more non-metaphoric than metaphoric thinking. The project has added new knowledge to current scholarship of metaphor in second language learning and has significant implications for the teaching of L2 vocabulary and writing.</p>

This study investigates, from a cognitive perspective, the effectiveness of metaphor use in the communication of tourism print advertising-related messages (visual images). The researcher examines how the use of metaphorical language generates an effective visual image based on Lakoff and Johnson's (1980) model of metaphor. The study analyzes the mental impacts of metaphor usage in tourism print advertisements and investigates how they can contribute to an effective communication of tourist messages (images of certain tourist destinations). This research article investigates the power of employing metaphor as a figure of speech which increases imagery and memorability of the described tourist service and product. This study takes on the question of how metaphorical language constructs beautiful images of a given tourist destination and examines what kind of metaphor seems to be highly frequent and pervasive within the gathered data by the application of Lakoff and Johnson’s model-based cognitive perspective. This study makes use of both content analysis, as a qualitative research tool, and frequency count, as a quantitative research tool, to analyze the written language of tourism print advertising in various countries all over the world. This research article aims to conduct a comprehensive analysis of nineteen distinct tourist prints encompassing diverse tourist destinations around the globe. The purpose of which is to find out the most frequent type of metaphor and its impact on the communication of attractive and appealing images of certain tourist destinations. This mixed approach is established on appropriately constructed principles that would enable the author of this study to answer its questions. Lakoff and Johnson’s (1980) model-based cognitive perspective, as the theoretical framework of this study, provides the bases and the analytical tools to interpret the inferred information in this study. The findings indicate that approximately 68.4% (13 out of 19) of the analyzed ads contained structural metaphors, whereas around 31.6% (6 out of 19) contained ontological metaphors. Advertisers make recourse to structural metaphors because they offer a concise and comprehensible means of conveying complex ideas (abstract notions). They facilitate clarity in terms of communication of fundamental aspects and experiences. They resonate with the preference for the visual communication of compelling images of certain tourist destinations. They help to create captivating imagery that attracts the audience's attention and evokes specific emotions or perceptions which is one of the main marketing techniques in advertising practices. The extracted results which are predicated on the use of content analysis to investigate the collected data prove that metaphor-based messages tend to be significantly present in tourism print advertisements. The findings suggest that the use of metaphor is highly effective when it comes to intelligibly communicating abstract complex notions (images) related to tourist destinations. The most frequent type of metaphor as far as the examined data is concerned is the so-called structural metaphor. It is found to be much more effective in terms of communicating highly intricate thoughts and conveying unique and special qualities of a certain destination that make it stand out. It is one of the most important types of metaphor which are defined by Lakoff and Johnson (1980) (orientational, ontological, and structural metaphor). It constructs evocative and memorable images of the target tourist destination. The main limitation of this research article is that it heavily relies on Lakoff and Johnson's model-based cognitive perspective, which is not that widely accepted theory within the academic arena and does not consider other theoretical perspectives in the investigation of this research problem. Another limitation could emerge from not taking into account the factor of the so-called context of those examined tourism print advertisements (visual presentations and the target audience). These described limitations provide a framework for further future research in this area in order to perfectly gain more reliable and valid insights into this subject matter which is under investigation.

INTRODUCTION: FACEWORK Facework is fundamental to human interaction. In many languages there are special terms for face-giving and face-saving. In Malay/Indonesian, we have terms such as bagi muka ‘give face’ and jaga muka ‘protect face’. Facework is important in daily life, not only in the personal domain but also the professional and public domains as well. FOCUS OF THIS TALK We focus on facework in political discourse from a cross-cultural perspective. In particular, we focus on politicians’ use of metaphor as a verbal indirectness strategy: - constructing positive political identities for self - constructing negative political identities for rivals METHODOLOGICAL FRAMEWORK Conceptual Blending Theory (Fauconnier & Turner 2002) Interactional Linguistics framework (e.g. Selting & Couper- Kuhlen 2001) DATA Data for our analysis come from recent election campaigns in Asian regions, including Singapore and Hong Kong. Findings from a perception study will also be discussed to examine the effects of metaphor in enhancing, maintaining, or damaging a speaker’s public image. OBJECTIVES To examine how electoral candidates construct political identities through the use of metaphors in electoral discourse: - Constructing favorable political identities for self - Constructing unfavorable political identities for rivals To analyze the facework implications of these political metaphors. WHY USE METAPHORS? Metaphors are ”innovative and creative; they do not stem from pre-existing similarities, but induce similarities between different objects” (italics added). In this way, they help trigger a sense of awe , wonder and delight in us and “contribute to our new understanding and perception of the world”. (Yeung, Yung & Fan 2013: 7; citing Hausman 1989)

most scholars of classical Chinese philosophy are well aware, the Zhuangzi and the Xunzi both make use of the metaphor of the heart-mind (xin j\j) as a mirror. For Zhuangzi, a heart-mind like a mirror constitutes the ?deal state of unity with the Way: The sage's heart-mind in stillness is the mirror of Heaven and earth, the glass of the ten thousand things.1 For Xunzi, one must have a heart-mind like a mirror in order to learn about the Way. Just as a pan of water can be and pure enough to see your beard and eyebrows and to examine the lines on your face, so, too, can the heart-mind be clear and pure enough to respond appropriately to learning.2 A num ber of scholars have discussed the significance of the mirror metaphor in these and other Chinese texts.3 It may be of particular interest to comparative philosophers that the mirror metaphor is not confined to the Chinese tradition. Soren Kierkegaard is one example of a Western philosopher who used this metaphor, maintaining that the properly attuned heart the Good: As the sea mirrors the elevation of heaven in its pure depths, so may the heart when it is calm and deeply transparent mirror the divine elevation of the Good in its pure depths.4 Richard Rorty, too, makes use of the mirror metaphor in his work, Philosophy and the Mirror of Nature, arguing that The picture which holds traditional philosophy captive is that of the mind as a great mirror, containing various representations?some accurate, some not?and capable of being studied by pure, non-empirical methods.5 What should comparative philosophers learn from the shared use of metaphors across different cultural and philosophical traditions? In his recent work, Edward Slingerland suggests that the shared use of metaphors across different cultural, philo sophical, and religious contexts points toward deeper similarities between what may at first appear to be contrasting views.6 In this article, by comparing the mirror met aphor in Zhuangzi, Xunzi, Kierkegaard, and Rorty, I argue that a properly contex tualized comparison of different uses of a metaphor sometimes uncovers more differ ences than similarities between philosophical views. I begin by discussing the uses of the mirror metaphor in the Zhuangzi and the Xunzi. I then turn to the uses of the metaphor in the work of Kierkegaard and Rorty, focusing on what makes their understanding of the mirror metaphor distinctively Western, thereby marking a con trast to Chinese understandings. In the final part of this article I discuss Slingerland's suggestion that shared metaphors indicate deeper similarities between views, and I show how the foregoing comparative analysis constitutes a counterexample to his view. I aim to show that an analysis of different understandings of the same meta phor is one way of coming to appreciate features of cultural, philosophical, and religious views that might otherwise be overlooked, but that these features are

Study of the use of language, and in particular metaphor, is a valuable approach to an understanding of the experiential, lived world of the patient. There is an emerging focus on the need for nursing care to be informed by an appreciation of the experience of the phenomena of illness and patienthood. Related nursing epistemological issues are discussed as background. The anatomy and social use of metaphor in language in general are described. The metaphors surrounding cancer are examined to illustrate the two main functions of metaphor; the instrumental and the expressive. Illness metaphors may have negative consequences, imbibing myth, fear and stigma. However, the author concludes that awareness of the expressive function of metaphor provides a valuable focus for listening to and understanding the experience of the patient. Finally, some of the implications of both functions of metaphor in nurse education are outlined.

This dissertation focusses on the cross-linguistic variation of metaphorical language use on promotional tourism websites in British English, German of Germany and European Spanish. Despite the economic impact of the tourism industry and the high demand for translations in this branch, only few studies have ventured into metaphor use in tourism promotion so far. Research into metaphor translation in this field is even scarcer. The present study aims to fill these voids by describing metaphorical language use of this register for each language, comparing the results with the other two languages, and by seeking possible implications of the observed variation for the translatability as well as the translation process of metaphor vehicles.

This paper explores King Alfred’s use of metaphors of power and authority in his prefaces to texts translated from Latin into Old English. It argues that in his prefaces, Alfred constructs a role for himself as textual mediator for the audience of his vernacular translations, or adaptations, via his use of both conventional and novel metaphors. This paper examines the ways in which secular, textual authority is presented, sustained, and negotiated by Alfred through metaphoric language in these prefaces. In particular, it explores how claims to this type of authority rely on linguistic and interpretive prowess, the rhetorical power of the vernacular, or the thematization of language itself, and are expressed through the systematic figurative association of wisdom and physical strength, an idea still very familiar today.