Metaphor and Metonymy in Acquisition

Author(s):  
Ingrid Lossius Falkum
2019 ◽  
Vol 37 (1) ◽  
pp. 18-34
Author(s):  
Edward C. Warburton

This essay considers metonymy in dance from the perspective of cognitive science. My goal is to unpack the roles of metaphor and metonymy in dance thought and action: how do they arise, how are they understood, how are they to be explained, and in what ways do they determine a person's doing of dance? The premise of this essay is that language matters at the cultural level and can be determinative at the individual level. I contend that some figures of speech, especially metonymic labels like ‘bunhead’, can not only discourage but dehumanize young dancers, treating them not as subjects who dance but as objects to be danced. The use of metonymy to sort young dancers may undermine the development of healthy self-image, impede strong identity formation, and retard creative-artistic development. The paper concludes with a discussion of the influence of metonymy in dance and implications for dance educators.


1987 ◽  
Vol 56 (4) ◽  
pp. 557-574 ◽  
Author(s):  
Leon Surette

Author(s):  
Zoltán Kövecses

The chapter reports on work concerned with the issue of how conceptual metaphor theory (CMT) functions as a link between culture and cognition. Three large areas are investigated to this effect. First, work on the interaction between conceptual metaphors, on the one hand, and folk and expert theories of emotion, on the other, is surveyed. Second, the issue of metaphorical universality and variation is addressed, together with that of the function of embodiment in metaphor. Third, a contextualist view of conceptual metaphors is proposed. The discussion of these issues leads to a new and integrated understanding of the role of metaphor and metonymy in creating cultural reality and that of metaphorical variation across and within cultures, as well as individuals.


2020 ◽  
Vol 31 (3) ◽  
pp. 367-391 ◽  
Author(s):  
Carolyn O’Meara ◽  
Asifa Majid

AbstractPrevious studies claim there are few olfactory metaphors cross-linguistically, especially compared to metaphors originating in the visual and auditory domains. We show olfaction can be a source for metaphor and metonymy in a lesser-described language that has rich lexical resources for talking about odors. In Seri, an isolate language of Mexico spoken by indigenous hunter-gatherers, we find a novel metaphor for emotion never previously described – “anger stinks”. In addition, distinct odor verbs are used metaphorically to distinguish volitional vs. non-volitional states-of-affairs. Finally, there is ample olfactory metonymy in Seri, especially prevalent in names for plants, but also found in names for insects and artifacts. This calls for a re-examination of better-known languages for the overlooked role olfaction may play in metaphor and metonymy. The Seri language illustrates how valuable data from understudied languages can be in highlighting novel ways by which people conceptualize themselves and their world.


2005 ◽  
Vol 40 (3-4) ◽  
pp. 57-73 ◽  
Author(s):  
D. Grant Campbell

2021 ◽  
Vol 18 (4) ◽  
pp. 469-497
Author(s):  
Cun Zhang

Abstract Economic globalization has resulted in more frequent trading frictions, some of which have escalated into trade wars such as the one between China and the US. Drawing on the same corpus built by Zhang and Forceville (Zhang, Cun & Charles Forceville. 2020. Metaphor and metonymy in Chinese and American political cartoons (2018–2019) about the Sino–US trade conflict. Pragmatics and Cognition 27(2). 476–501), and complementing insights of that paper, this paper investigates how the Sino–US trade war is metaphorically and metonymically constructed in 129 Chinese and American political cartoons respectively from a synthesized perspective. Based on comparative analyses, cross-cultural similarity and uniqueness in the semiotic, cognitive, and cultural aspects can be concluded as follows: (a) at the expression level, the shared dominant mode configuration pattern of metaphor and metonymy requires extra-textual knowledge to identify the target domain/concept while the source domain/vehicle concept is pinpointed through pictorial resources; (b) at the cognition level, “us” and “them” are distinctively evaluated by using the metonymy BODILY REACTION FOR EMOTION, cultural symbols, and the Great Chain metaphor. The Chinese cartoons converge on disapproving of “them” while the American cartoons converge on disapproving of “us” and diverge on conceptualizing “them”; (c) a variety of cross-cultural default scenarios are employed in the Chinese cartoons whereas the American cartoons utilize non-default scenarios influenced by only American cultures. Both aim for persuasiveness by employing emotionally charged source domains/vehicle concepts, but to different audiences.


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