Definition Of Metaphor Research Articles

Comparing metaphor elicitation models

Abstract Metaphor has increasingly been recognized as an effective investigative tool, especially in educational research, because it allows for insight into implicit beliefs, values and assumptions about the world around us. This article discusses methodological issues involved in ‘getting at’ students’ metaphors, the first step in metaphor analysis in educational research. Our focus is on techniques of eliciting metaphor, where respondents are overtly prompted to produce a metaphor about a particular issue. We discuss different elicitation techniques in four studies: study 1 without any scaffolding, just a prompt for eliciting metaphor; study 2 with minimal scaffolding in the form of a definition of metaphor and illustrative examples; study 3 with a brief classroom intervention before elicitation; and study 4 with a longer intervention over an entire semester. We gained the most thorough results in study 4, which also arguably provided the most valuable learning experience for the respondents. This came at a price however — a great investment of time over the course of a semester. In the event that no classroom time may be set aside for work with metaphor, the non-interventional approach of study 2 offers an acceptable alternative. Even a few explanatory lines about metaphor prove helpful in eliciting metaphor.

Metaphors for Wellbeing

Metaphors for Wellbeing

The Pragmatics of Fiction: Literature, Stage and Screen Discourse

The Pragmatics of Fiction: Literature, Stage and Screen Discourse

Practical Prototypes of the Signs of Graphic Miracles in the Qur’anic ‘Ghareeb’ strange by Using Metaphor

The Holy Qur’an is the most honorable book, and the sciences related to it are also the most honorable sciences. As the research on the words of the Qur’an is in terms of the miraculous eloquence that represents the great miracle of the Prophet, the research in the rhetorical miracle is one of the most honorable sciences. When the miraculous eloquence is combined with the Qur’anic strangeness, it gives us another important angle that one can look through it at the miracle of the Qur’an and its greatness. This research mixed the miraculous eloquence with the knowledge of the strangeness of the Qur’an, and in discussing the miraculous eloquence through the Qur’anic strangeness from an important chapter of rhetoric, which is metaphor. It presents a view in which it shows the greatness of God’s words, and brings us closer to contemplating the verses of the Noble Qur’an. This title combines three sciences: the miraculous eloquence, the Qur’anic strangeness, and rhetoric, and the research was in the signs so that we would be searching for the signs. In the current paper it is not pretended to stand on the specifics of the miraculous, and the researcher has explained in the first section of this research the definition of metaphor and its divisions and other demands I dealt with applied models of the miraculous eloquence in the vocabulary of the Qur’anic strangeness through the metaphor and the researcher discussed in every model the strangeness of the word as being a metaphor. I have speculated on what God has made easy for me of graphic signs, using interpretations and sources that were interested in explaining rhetorical jokes and miraculous signs, and then I explain the hidden meanings and rhetorical signs that have been revealed to me through extensive research in the Qur’anic word.

Peculiarities of Application of Metaphor in Group Psychological Correction

The article analyzes the peculiarities of psychological method of metaphor application in group psychocorrective work on a theoretical and methodological level. An attempt to define metaphor in the context of the basic tasks of rendering psychological assistance, especially as a method of psychodiagnostics, neuropsychology and group psychocorrection is undertaken. The resources of metaphor in group psychocorrection are described because of its properties. The definition of metaphor as a neuropsychological means of activation of the right hemisphere of the brain is argued. The functions of fairy tale metaphors for the purpose of correction and development of personality are considered. It is underlined that metaphor is the psychological mechanism of integration of components of self-consciousness: self-understanding (the cognitive aspect), the attitude to itself (the emotional aspect), self-regulation (the behavioral aspect) in a context of group psychocorrection. Practically confirmed that the metaphor in the process of group work has a positive impact on changing the strategy of competition to a strategy of cooperation through the adoption of individuality of self and another. The criterion for the effectiveness of metaphorical psychological correction is the feedback of the group participants through trust, acceptance and self-acceptance. Recommendations for conducting group psychological correction with the use of metaphor are developed.

Al-Isti‘ārah fī al-Āyāti al-Qur’āniyah wa Tarjamatiḥā ilā al-Indūnīsiyyah

When metaphor can be seen in the Noble Qur'an from several aspects, such as the definition of metaphor among classical and modern scientists, and explaining its development, its pillars, values, division, and role in the meaning of each expression, as well as displaying the value of balaghah in isti'arah contained in the verses of the Qur'an, the authors analyze and conclude this data in the aspect of translation by referring to the interpretations of the Qur'an and balaghah books. After the researcher made observations on the translation of the verses of the Qur'an which contained metaphors of various types, the researchers obtained two-sided conclusions, some translations matched the translation criteria and some that did not. And this happens because of the translator's lack of attention to the general metaphorical values contained in it. While metaphors make a great contribution to the understanding of the verses of the Qur'an with the understanding of their true meaning to the Arabs. And the translation of the verses of the Qur'an without paying attention to isti'arah will give birth to lafaz that do not contain the intended meaning and will not enter into the true understanding.

KEKELIRUAN-KEKELIRUAN DALAM MEMAHAMI KONSEP-KONSEP TEORETIS HALEY TENTANG METAFORA: SEBUAH KAJIAN METALINGUAL

<span>This paper is the result of meta-lingual research on the application of Haley's metaphor theory. The research objective is to analyze and evaluate whether Haley's metaphorical theory concept is appropriately used and applied in the research data. The research design is qualitative with analytical-descriptive, conceptual-empirical, and literature methods. The data source is in the form of six scientific articles that apply Haley's metaphorical theory and have been published in six different scientific journals in Indonesia. The research data consists of two types of data, namely (i) main data in the form of meta-lingual data and (ii) auxiliary data in the form of object language data. The results of data analysis and discussion indicate that there are conceptual errors in the application of Haley's metaphorical theory in the six data sources. Generally, these mistakes can be grouped into three categories, namely errors in understanding (i) Haley's definition of metaphor, (ii) hierarchical terms of perceptual space, and (iii) application of the hierarchical concept of Haley's perceptual space in the analysis of metaphorical expressions. The main cause of these errors is that (i) Haley's theory is not referenced directly from Haley and (ii) only one of Haley's writings is referred to. Thus, the research results in that data source eventually become questions.</span>

The Metaphorical Load of Philosophical Consultations in Psychotherapy

The paper propose the idea that philosophical practice has a metaphoric dimension which reveals the human subject’s cognitive biases and psychotherapeutic necessities. To support this claim, the focal point of author MA thesis in Philosophical Counseling and Consultancy was to consider metaphor from various perspectives: ontological, esthetic, epistemological, existential, social constructivist, ethical and practical. Throughout this theoretical task, was explored applications of metaphor in working towards people’s health and wellbeing across the lifespan using an integrated metaphor-based approach in consultations, including philosophical practices and transactional analysis. This article shows various definitions of metaphor, descriptions of how we know through metaphor and what psychotherapy has implied along its history as a practice.

الإستعارة بين ابن الفارض وابن عربي

Through this research marked (the metaphor between Ibn al-Farid and Ibn al-Arabi is a comparative study), we seek to trace the aesthetics of the Badi'ah metaphor for poets and to find out how well it is employed by poets. As I dealt with this from two aspects of my theory through a preface in which I dealt with the definition of metaphor for the ancients and modernists, and two researches dealt in the first section with the style of embodiment among poets, and in the second section I dealt with the method of diagnosis among poets. Through these two studies, the expected results of the research were reached in the conclusion. The researcher found among the two poets a model for their approach, method, style and artistic features, and they formulated their poetry with their charming pen, so their poems came to be a piece of art at the top of beauty and splendor that reflected the beauty of mystical poetry.

Teachability of Figurative Language: Teachers’ Perceptions of the Role of Metaphor in English Language Teaching in Chile

This paper reports on a qualitative study that examined the perceptions of English teachers towards the ‘teachability’ of metaphorical language in Chilean EFL classrooms. The study aimed at gaining a better understanding of teachers’ perceptions of the role of metaphor in the English language classroom. A group of six in-service English teachers participated in this qualitative study. Data were gathered through semi-structured interviews, which addressed three broad dimensions: (i) the views and definitions of metaphor; (ii) the teachability of metaphorically used language; and (iii) preparedness to teach metaphor. The data were thoroughly coded and analyzed thematically. The results revealed that, despite an apparently heightened awareness of the presence and role of metaphor in culture, this did not permeate the participants’ teaching practices, thus calling for more explicit preparation in teacher education programs and radical changes to the ‘educational culture’ that is still imbued with dominant neoliberal ways of doing and thinking.

Incalculably Diffusive

Incalculably Diffusive

Peirce, Aristotle, metaphor – and comments to Factor

AbstractCharles Peirce provided a few, but interesting we believe, remarks about metaphor. Aristotle on the other hand developed a theory of metaphor that, to this day has been, and still is, influential (even though his theory, especially within recent years, also has been heavily criticized, e.g., by Lakoff, George & Mark Johnson. 1980.Metaphors we live by. Chicago: Chicago University Press). Factor, Lance R. 1996. Peirce’s definition of metaphor and its consequences. In Vincent Colapietro & Thomas Olshewsky (eds.),Peirce’s doctrine of signs: Theory, applications, and connections, 229–235. Berlin/New York: Mouton De Gruyter, as one of very few scholars, makes a comparison between Peirce and Aristotle. Factor claims that Peirce’s definition of metaphor and its consequences undermine and overturn Aristotle’s theory. We do not believe that Factor is right; and this is due to Factor’s misinterpretation of key elements within Aristotle’s theory. We rather believe that Peirce and Aristotle, in fact, have central ideas in common concerning metaphor; perhaps, in particular, when it comes to the function of metaphor. Hence, both see, for example, metaphor as a cognitive mechanism. The article tries to develop this argument.

A Formal Model of Metaphor in Frame Semantics

A formal model of metaphor is introduced. It models metaphor, first, as an interaction of “frames” according to the frame semantics, and then, as a wave function in Hilbert space. The practical way for a probability distribution and a corresponding wave function to be assigned to a given metaphor in a given language is considered. A series of formal definitions is deduced from this for: “representation”, “reality”, “language”, “ontology”, etc. All are based on Hilbert space. A few statements about a quantum computer are implied: The so-defined reality is inherent and internal to it. It can report a result only “metaphorically”. It will demolish transmitting the result “literally”, i.e. absolutely exactly. A new and different formal definition of metaphor is introduced as a few entangled wave functions corresponding to different “signs” in different language formally defined as above. The change of frames as the change from the one to the other formal definition of metaphor is interpreted as a formal definition of thought. Four areas of cognition are unified as different but isomorphic interpretations of the mathematical model based on Hilbert space. These are: quantum mechanics, frame semantics, formal semantics by means of quantum computer, and the theory of metaphor in linguistics.

Old Testament Conceptual Metaphors and the Christology of Luke’s Gospel

Gregory R. Lanier is Assistant Professor of New Testament and Dean of Students at Reformed Theological Seminary in Orlando, FL. A recent graduate of Cambridge University, this work is an adaption of Lanier’s dissertation under the guidance of Simon Gathercole. Lanier’s work falls within the cross-sections of early Christology, the use of Israel’s Scriptures in the NT, and contemporary metaphor theory (CMT). Specifically, Lanier focuses on the use of four metaphors drawn from the OT and Jewish tradition and their use in Christologically significant ways in Luke 1:68–69; 1:78–79; 13:34; 20:17–18. His thesis is as follows: “Luke re-maps these metaphors to conceptualize Jesus’ identity in terms that are reserved for deliverer-figures in some cases in OT/Jewish tradition, but uniquely for the God of Israel in others” (p. 2). It is important to note that, in Lanier’s analysis, he is focusing on Christological metaphors that have not been commented on ad nauseum and do not present themselves as obvious titles. Lanier is concerned to explain away the ambiguity of four central metaphors.To make his argument, Lanier divides the subject matter into six chapters. Chapter one defines the contours of his arguments. He begins with an overview of Luke’s Christology, which leads to how this NT subfield has been affected by paying attention to OT influences. The introduction concludes with an explanation of conceptual metaphor theory. It is important to note Lanier’s definition of metaphor and subsequent interpretation. He states, “A metaphor, then, is the cognitive ‘mapping’ or drawing of correspondences from the source domain to the target domain, such that interpreting a metaphor requires unpacking these mappings” (p. 21). Lanier analyzes the four Lukan passages and their respective metaphor/domains in an easy-to-use pattern throughout chs. 2–5. Each chapter begins with preliminary questions such as “What is Luke quoting?” and “How has the metaphor been interpreted?” and then follows with an examination of passage-specific problems. The second section of each chapter is devoted to establishing the conceptual metaphor. This section examines the source domain(s), source-target mappings, and conceptual metaphors. The third section of the chapter delves into the actual Lukan text. Here, Lanier works through the context of the respective metaphors. Chapter 2 examines Luke 1:68–69 and its horn metaphor, ch. 3 examines Luke 1:78–79 and the metaphor of dawn/divine visitation, ch. 4 examines Luke 13:34 and its mother bird metaphor, and ch. 5 examines Luke 20:17–18 and its metaphor of the stone. In ch. 6, Lanier closes his study with a summary of his findings and suggests that each metaphor evinces a “divine identity Christology.” By this, Lanier is arguing that these metaphors help to define Jesus’s divine identity and suggest a “higher” Christology than is normally assumed among Luke’s commentators.This volume is a helpful read for several reasons. First, Lanier speaks to a timely and ongoing conversation. The debates concerning the Christology of the respective authors of the Gospels are voluminous. Aspects of this debate have been underdeveloped, and Lanier’s analysis is a helpful contribution to an ignored angle of the debate. Second, Lanier focuses his study on a small sample set of passages that have not been met with any sort of interpretive consensus. He wrestles with the current literature and provides an up-to-date and thorough analysis. Third, Lanier is implementing exciting, new hermeneutical strategies (CMT) to familiar texts. One point of contention is the comparison of CMT and intertextuality. Lanier differentiates the two categories of interpretation but settles back into wording that is used by both sets of users. It is not clear at the practical level how the two methods are different. He also critiques the intertextual method for its lack of controls, but it does not seem self-evident how CMT uses controls to define the source domains or pick the primary evidence from the OT/Jewish Greek sources other than linguistic parallels. On the other hand, drawing a wider net for domains/sources makes the investigation of Luke’s sources more thorough and less likely to miss something. Although not necessary to make the point, Lanier includes graphics throughout the book depicting subjects such as the Akkadian king Naram-Sin with a horned crown and a wall mural of the Egyptian goddess Isis, ca. 1300 BC. These are especially helpful for those attempting to wrap their minds around the dense argument. The pictures also help to bring life and vividness to the metaphorical domains he is arguing.Overall, Gregory Lanier’s volume is an important resource for those in Synoptic scholarship. Proponents of a “high Christology” will find a helpful ally in Lanier. His proposals for understanding metaphors is advancing the conversation on understanding how authors use their materials. Specifically, Lanier brings new light and specificity to Luke’s metaphorical representation of Jesus. Students of CMT will also find a helpful model for how to implement this emerging methodology to the biblical text.

The Dead Goat Syndrome in Organisations

The use of metaphors to explore the connection between theory and practice in organisation and leadership studies has proven to be highly effective. This paper discusses the dead goat syndrome (DGS) as a benchmark in discussing the importance of metaphor in organisation life and to identify the various leadership types that conform to the DGS metaphor. The dead goat syndrome emanates from a popular Ghanaian metaphor literary meaning a goat that is already dead does not fear to be thrust with a knife. Using this metaphor, we present a new lens for looking at leadership effectiveness and identify the basis for certain leadership behaviours in organisations. We illuminate some definitions of metaphor by briefly reviewing the literature on the classical views on metaphors, metaphors in organisational theory development, and how the DGS metaphor can be utilised to identify certain leadership behaviours in organisations.

МЕТАФОРА В ДИСКУРСИВНОЙ ПОЭТИКЕ АРПАДА КОВАЧА

The article provides an overview of the main theoretical and methodological premises of discursive poetics and indicates the key role of metaphor in this analytical and interpretive frame. The topic is delivered on the basis of a long-term research of Árpad Kovács who proposed an original integrative analysis (from sign to genre particulares) when referring to the classic texts of Russian, Hungarian and Western European literature. He is also known as the founder of the Budapest school of discursive poetics. In contrast to the range of linguistic, philosophical and aesthetic definitions of metaphor, Kovács complements and develops the poetical tradition of metaphor studies and demonstrates the multidimensional phenomenon of metaphor by analyzing and interpreting literary texts. The metaphor in Kovács’s discursive poetics demonstrates the organic connection between poetics and the existential sphere of life experience. The article gives a set of concepts such as “intonation metaphor”, “existential metaphor”, “metaphorical digression”, which were introduced or reinterpreted by Kovács.

Preschoolers’ Metaphor Comprehension. Methodological Issues in Experimental Pragmatics

Abstract There exists a variety of theoretical frameworks attempting to account for the nature, comprehension, and use of everyday metaphor. Since these frameworks use different operational definitions of metaphor, they tend to view the psycholinguistic process of comprehending metaphorical language and the various factors that may play a role in metaphor processing from different perspectives. The first part of the paper briefly summarizes four of these theoretical approaches to everyday metaphor (Conceptual Metaphor Theory, Similarity Theory, Relevance Theory, and the Optimal Innovation Hypothesis) and discusses some consequences of the diversity of theories that present a puzzle or prove to be undesirable for empirical research. The areas discussed include the various dimensions of metaphor categorization, the role of linguistic context, and the effects of linguistic and non-linguistic cognitive skills of the comprehender. Drawing on the discussion in the first part, the second part of the paper outlines an experiment designed with reference to Giora’s Optimal Innovation Hypothesis in which preschoolers’ metaphor comprehension is explored as a function of the familiarity of the expression’s literal meaning and the perceived creativity of the metaphorical use. This experiment further explores the relationship between children’s metaphor comprehension and other cognitive abilities such as intention attribution. This method allows us to quantify metaphor comprehension and preference in the context of pragmatic development and general cognitive skills.

A cognitive semiotic exploration of metaphors in Greek street art

AbstractCognitive linguistic and semiotic accounts of metaphor have addressed similar issues such as universality, conventionality, context-sensitivity, cross-cultural variation, creativity, and “multimodality.” However, cognitive linguistics and semiotics have been poor bedfellows and interactions between them have often resulted in cross-talk. This paper, which focuses on metaphors in Greek street art, aims to improve this situation by using concepts and methods from cognitive semiotics, notably the conceptual-empirical loop and methodological triangulation.In line with the cognitive semiotics paradigm, we illustrate the significance of the terminological and conceptual distinction between semiotic systems (language, gesture, and depiction) and sensory modalities (sight, hearing, touch, smell, and taste). Thus, we restrict the term multimodality to the synergy of two or more different sensory modalities and introduce the notion of polysemiotic communication in the sense of the intertwined use of two or more semiotic systems.In our synthetic approach, we employ the Motivation and Sedimentation Model (MSM), which distinguishes between three interacting levels of meaning making: the embodied, the sedimented, and the situated. Consistent with this, we suggest a definition of metaphor, leading to the assertion that metaphor is a process of experiencing one thing in terms of another, giving rise to both tension and iconicity between the two “things” (meanings, experiences, concepts). By reviewing an empirical study on unisemiotic and polysemiotic metaphors in Greek street art, we show that the actual metaphorical interpretation is ultimately a matter of situated and socio-culturally-sensitive sign use and hence a dynamic and creative process in a real-life context.

The conceptual metaphor of joy

The purpose of this paper is to study how ‘joy’, an emotional concept, is metaphorised in English from a cognitive perspective. It introduces the theoretical framework of Cognitive Linguistics, then briefly touches upon the definition of metaphor, the different types of conceptual metaphors and, finally, the conceptual metaphors of ‘joy’. We think in metaphors, which we learn very early. Our conceptual system, in terms of what we both think and act, is fundamentally metaphorical in nature (Lakoff, & Johnson 2003: 8). Lakoff and Johnson’s book Metaphors we live by changed the way linguists thought about metaphor. Conceptual Metaphor Theory was one of the earliest theoretical frameworks identified as part of the cognitive semantics enterprise and provided much of the early theoretical impetus for the cognitive approach. The basic premise of Conceptual Metaphor Theory is that metaphor is not simply a stylistic feature of language, but that thought itself is fundamentally metaphorical in nature. The cognitive model of joy can be described using the example of Lakoff for anger: JOY IS A FLUID IN A CONTAINER: She was bursting with joy; JOY IS HEAT/FIRE: Fires of joy were kindled by the birth of her son; joy is a natural force: I was overwhelmed by joy; JOY IS A SOCIAL SUPERIOR: If I ruled the world by joy; JOY IS AN OPPONENT: She was seized by joy; joy is a captive animal: All joy broke loose as the kids opened their presents; JOY IS INSANITY: The crowd went crazy with joy; JOY IS A FORCE DISLOCATING THE SELF: He was beside himself with joy.

Rewiry metafory. Między ozdobą dyskursu a zwierciadłem duszy

The purpose of the text is to make some reconnaissance in the area of title "districts of metaphor" (or hunting grounds of metaphor) as well as reference to the unsolvable problems which are implied by a metaphorical mystery of metaphysical expressions. Thy are the order of the day in the main currents of philosophy. Starting from the rhetorical tradition of metaphor (the Aristotelian attempts of definition of metaphor as such) and of terms additional related with it (Max Black), I gradually illustrate what involves its post-rhetorical tradition. I show that philosophical symbolism derives from Aristotle’s hermeneutics, which becomes a gateway for understanding the mystery of metaphor. Like browsing in themselves mirrors, it grows also from simple phrases in complex sentences. In semantic sense, while the symbol has many meanings, the metaphor has a double meaning. It is not however limited by this matter, because in some sense, it has broader content than a symbol, as it introduces into language meanings that in the symbol are only internal (Paul Ricoeur). We also encounter reflective metaphors in our everyday speech and in the attempts of associative penetration into other people's expression. Conceptual decoding of metaphors is common for users of language (George Lakoff, Mark Johnson). On the other hand, there are specific districts of metaphorical expressions, which are reserved for poetic metaphors (Donald Davidson). Noteworthy are also the very unobvious contexts of metaphor in which the authors do not talk about this linguistic phenomenon directly (eg. Gottlob Frege, Ernst Cassirer). Declarative answer to the question whether the metaphor is a simply ornament of discourse or rather a mirror of the soul, is not possible too. Perhaps the metaphor as such includes the both variants. One must consider that being an ornament of speech or writing does not rule out it is also something more than just decoration. It wonders, bothers, disquiet, returning us into our souls. It is also like the unifying soul of all people – in cognitive sense.