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The communicative act of drawing attention to metaphor is a relatively recent topic in metaphor studies and one that has remained contentious from a cognitive perspective. This book brings philologists of ancient languages together with metaphor experts from several modalities to interrogate whether ancient and modern texts and languages draw attention to figurative tropes in similar ways. In this way, the diachronic, multimodal and pluridisciplinary contributions to this volume critically review the theoretical frameworks underpinning metaphor marking and metaphor analysis from a completely new empirical basis.
The last decades of the twentieth century have witnessed a fundamental scientific discovery: the identification of mirror neurons and, consequently, the development of the Embodied Simulation theory. Neuroscientific data on the mechanism of Embodied Simulation and its role in conceptual and linguistic processing, figurative language included, have stimulated a great deal of research on the embodied nature of conceptual metaphors. However, the very definition of the notions of body and embodiment are today still controversial in the Embodied Cognition debate. This book addresses the issue of the specific contribution of the body to conceptual and linguistic processing and provides a new definition for the mechanism of Embodied Simulation. In this light, and in consideration of a revision of the contemporary theory of metaphor recently introduced by Gerard Steen, who distinguished between deliberate and non-deliberate metaphor processing, the book also proposes a new model of metaphor processing that brings together the mechanism of Embodied Simulation, on the one hand, and the notion of deliberateness on the other. Modulation of attention during linguistic processing is a key component in explaining how they interact. Potential readers of the book include linguists, psychologists, philosophers and any other cognitive scientists and communication scientists piqued by the topic of metaphor and embodiment.
This linguistically informed study of Ephesians 2:11-22 in its original language and historical context will aid readers’ understanding of Ephesians. This book develops a fully articulated methodology to approach metaphors and narrative patterns in the New Testament epistles.
Metaphor and Knowledge offers a sweeping history of rhetoric and metaphor in science, delving into questions about how language constitutes knowledge. Weaving together insights from a group of scientists at the Santa Fe Institute as they shape the new interdisciplinary field of complexity science, Ken Baake shows the difficulty of writing science when word meanings are unsettled, and he analyzes the power of metaphor in science.
Teaching Grammar, Structure and Meaning introduces teachers to some basic ideas from the increasingly popular field of cognitive linguistics as a way of explaining and teaching key grammatical concepts. Particularly suitable for those teaching post-16 English Language, this book offers a methodology for teaching key aspects of linguistic form and an extensive set of learning activities. Written by an experienced linguist and teacher, this book contains: · an evaluation of current approaches to the teaching of grammar and linguistic form · a revised pedagogy based on principles from cognitive science and cognitive linguistics · a comprehensive set of activities and resources to support the teaching of key linguistic topics and text types · a detailed set of suggestions for further reading and a guide to available resources Arguing for the use of drama, role play, gesture, energy dynamics, and visual and spatial representations as ways of enabling students to understand grammatical features, this book explores and analyses language use in a range of text types, genres and contexts. This innovative approach to teaching aspects of grammar is aimed at English teachers, student teachers and teacher trainers.
Foreign language learners often use electronic dictionaries or other information from the Internet to solve language problems. However, they seem to have great difficulty using dictionaries and online resources appropriately, profitably and successfully. Their teachers also seem unfamiliar with the current dictionary landscape and sometimes insist on using a single (monolingual) print dictionary in class. As a result, dictionaries are often banned from the classroom altogether. However, in today's digital, global and multilingual world, appropriate competence in the use of dictionaries is an essential communicative strategy. Dictionary didactics should thus be integrated into foreign language teaching. Against this background, the contributions in this volume discuss how dictionary use can be promoted and integrated into the classroom. They also consider how modern lexical resources and dictionaries should be designed to support learners. Last but not least, they present ideas for educational policies that could promote the use of dictionaries and lexicographic online resources. This volume offers important insights to language teachers, authors of language teaching materials, practical lexicographers and other applied linguists.
We make moral judgments about all sorts of things, both mundane and momentous. But are any of these moral judgments actually true? The moral error theorist argues that they are not. According to this view, when people make moral judgments (e.g.,"Stealing is morally wrong") although they purport to say true things about the world, in fact the world does not contain any of the properties or relations that would be necessary to render such judgments true. Nothing is morally right; nothing is morally wrong. The first part of this book argues in favor of this version of moral skepticism. Moral properties, it is claimed, have features that cannot be accommodated within the naturalistic worldview. Some of these problematic features pertain to the “reason-giving” nature of moral properties; some pertain to puzzles surrounding the notion of moral responsibility. Suppose, then, that we decided that this radical skepticism about morality is correct-what, then, should we do with our faulty moral discourse? The abolitionist presents the most obvious answer: that we should just do away with morality (in the way that in the past we eliminated talk of bodily humors, say). The fictionalist presents a less obvious answer: that we should retain moral discourse even though we know (at some level) that it is false. The second part of this book advocates an ambitious version of moral fictionalism. This book is a sequel to the author's 2001 work The Myth of Morality.
Mixing metaphors in speech, writing, and even gesture, is traditionally viewed as a sign of inconsistency in thought and language. Despite the prominence of mixed metaphors, there have been surprisingly few attempts to comprehensively explain why people mix their metaphors so frequently and in the particular ways they do. This volume brings together a distinguished group of linguists, psychologists and computer scientists, who tackle the issue of how and why mixed metaphors arise and what communicative purposes they may serve. These scholars, almost unanimously, argue that mixing metaphors is a natural consequence of common metaphorical thought processes, highlighting important complexities of the metaphorical mind. Mixing Metaphor, for the first time, offers new, critical empirical and theoretical insights on a topic that has long been ignored within interdisciplinary metaphor studies.
Theory in reader-response and stylistics traditions supports L2 work with literature as it is valued by students and helps develop communicative and critical language skills. The author uses insights from empirical research to evaluate current teaching practices against this background, highlighting readers' responses to metaphor as a test case.
Through an examination of carbon footprint metaphors, this books demonstrates the ways in which climate change and other ecological issues are culturally and materially constituted through metaphor. The carbon footprint metaphor has achieved a ubiquitous presence in Anglo-North American public contexts since the turn of the millennium, yet this metaphor remains under-examined as a crucial mediator of political responses to the urgent crisis of climate change. Existing books and articles on the carbon footprint typically treat this metaphor as a quantifying metric, with little attention to the shifting mediations and practices of the carbon footprint as a metaphor. This gap echoes a wider gap in understanding metaphors as key figures in mediating more-than-human relations at a time when such relations profoundly matter. As a timely intervention, this book addresses this gap by using insights from environmental humanities and political ecology to discuss carbon footprint metaphors in popular and public texts. This book will be of great interest to researchers and students of environmental humanities, political ecology, environmental communication, and metaphor studies.