9. What figurative language development reveals about the mind

2007 ◽  
pp. 191-212 ◽  
Author(s):  
Herbert L. Colston
Keyword(s):  
Language Development ◽  
Figurative Language ◽  
The Mind

Developing Lesson Plan of Teaching the Use of Figurative Language in Their Context

JURNAL ELINK ◽  
2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Dian Luthfihayati
Keyword(s):  
Figurative Language ◽  
Lesson Plan ◽  
Similar Expression ◽  
The Mind

Semantic  is one of the branches of linguistics studying about meaning. Meanings are ideas or concepts that can be transferred from the mind of the speaker to the mind of the hearer. As we know that sometimes similar expression may have different meaningif  it is used in different contextKeywords: lesson plan, teaching, figurative language

May Sinclair

2021 ◽  
pp. 87-125
Author(s):  
Charlotte Jones
Keyword(s):  
Figurative Language ◽  
The Unconscious ◽  
Realist Novels ◽  
Power Of Language ◽  
May Sinclair ◽  
The Mind ◽  
The Relationship ◽  
Material Evidence

Chapter 2 extends the previous chapter’s inquiry into the relationship between realist aesthetics and figurative language as it might be oriented towards an unimaginable term—an unknowable, noumenal category—by considering its collision with what May Sinclair posits as its psychological equivalent, the unconscious. Sinclair combined a career as a novelist with philosophical research, mounting a vindication of neo-Hegelian idealist philosophy. For Sinclair, idealism’s impetus for thinking about immaterial and unseen realities led to the intangible and unseen realms of the mind, and a metaphysical absolute becomes the conduit for her early realist novels to begin to imagine a form for the uncertain boundaries and contours of consciousness. Both lack a verifiable content and are therefore apparently beyond the power of language to define or accommodate. This chapter suggests that the models of subjectivity presented in her fiction seek to integrate a revelatory encounter with an idealist absolute with the incontrovertible material evidence of alternative forms of consciousness being presented by the ‘new psychology’.

Developing Lesson Plan of Teaching the Use of Figurative Language in Their Context

JURNAL ELINK ◽  
2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Dian Luthfihayati
Keyword(s):  
Figurative Language ◽  
Lesson Plan ◽  
Similar Expression ◽  
The Mind

Semantic  is one of the branches of linguistics studying about meaning. Meanings are ideas or concepts that can be transferred from the mind of the speaker to the mind of the hearer. As we know that sometimes similar expression may have different meaningif  it is used in different contextKeywords: lesson plan, teaching, figurative language

The MLA FL Program in 1959

PMLA ◽  
1960 ◽  
Vol 75 (2) ◽  
pp. 20-24
Author(s):  
Donald D. Walsh
Keyword(s):  
Higher Education ◽  
Health Education ◽  
Language Development ◽  
Department Of Health ◽  
Development Section ◽  
The Mind

The year began uneasily, with the Director of the FL Program, Kenneth Mildenberger, on loan as a consultant to the U. S. Office of Education, a loan so long extended that it has practically become a gift, our loss and the country's gain, for Ken, succeeding Bill Parker, is now Chief of the Language Development Section of the Division of Higher Education of the Office of Education of the Department of Health, Education, and Welfare. This series, duly extended, ends, as all admirers of “Our Town” will remember, in “The Mind of God.”

A cognitive rhetoric of poetry and Emily Dickinson

2005 ◽  
Vol 14 (3) ◽  
pp. 279-294 ◽  
Author(s):  
Craig Hamilton
Keyword(s):  
Figurative Language ◽  
Rhetorical Criticism ◽  
Emily Dickinson ◽  
Cognitive Linguistic ◽  
Cognitive Rhetoric ◽  
The One ◽  
Great Pain ◽  
The Mind ◽  
The Brain ◽  
Comprehensive Processing

In this article, I examine three poems by Emily Dickinson. The poems are F372, ‘After great pain, a formal feeling comes’, F598, ‘The Brain - is wider than the Sky’, and F1381, ‘The Heart is the Capital of the Mind,’ from the Franklin edition. In particular, I study the figurative language in these poems, but rather than simply identify figures, I attempt to explain how they function persuasively in cognitive terms. This approach is meant to move rhetorical criticism beyond an exercise in figure identification and towards an exercise in the explanation of the persuasive function of figures. The emphasis on figures owes something to the prominence they play not only in Dickinson’s poetry but in all poetry. One implication of cognitive linguistic theories of figures is that they point towards what I envisage as a cognitive rhetoric of poetry. A cognitive rhetoric of poetry ought to be grounded in classical theories of rhetoric and poetics on the one hand, and in cognitive linguistic theories of figures on the other. Such scope would reveal continuity between the concerns of current critics and the concerns of classical rhetoricians. It would also place equal emphasis on the poet’s production of figurative language and the reader’s comprehensive processing of it. What Dickinson’s poems are meant to reveal, ultimately, is poetry’s profoundly rhetorical nature.

scholarly journals The Use of Figurative Languages on the Students' Poetry Semester V at FKIP Universitas HKBP Nommensen

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Bertaria Sohnata Hutauruk
Keyword(s):  
Qualitative Research ◽  
Young People ◽  
Figurative Language ◽  
Language Poetry ◽  
Teaching Poetry ◽  
Subject And Object ◽  
Teacher Needs ◽  
The Subject ◽  
The Mind ◽  
Descriptive Qualitative

<p>This research discusses The Use of Figurative Languages on the Students’ Poetry Semester V at FKIP Universitas HKBP Nommensen. The problems of this research are (1) what types of figurative language used on the students’ poetry semester V at FKIP Universitas HKBP Nommensen Medan? (2) what figurative language is dominantly used on the students’ poetry  semester V at FKIP Universitas HKBP Nommensen Medan? The objectives of this research are to find out types of figurative language used on the students’ poetry semester V at FKIP Universitas HKBP Nommensen Medan and to figure out and analyze what figurative language is dominantly used on the students’ poetry  semester V at FKIP Universitas HKBP Nommensen Medan?To find out the answer of the problem in this research, the writer uses the related theories; they are Quinn (1982), McDonough and Shaw (1993), Gluckberg (2001), Alm-Arvius (2003), Lazar (2003), Ratumanan and Laurens (2003), Brown (2004), Harmer (2004), Heller (2006), Picken (2007), Keraf (2009), Creswell (2009), Arikunto (2010), Arnold and Von Hollander (2011), Dalman (2012), Dancygier and Sweetser (2014). This research is conducted with descriptive qualitative research where the subject and object is taken from the students’ poetry. The writer gets the data by observation and documenting. After the data had been collected, the writer finds out three types of figurative language on the students’ poetry: symbol, metaphors and personifications. In teaching poetry, every teacher needs to call upon a number of techniques and methods. If teachers of poetry disagree on the methods of teaching a certain poet, they must agree on goals: To put their students in touch with the mind of that poet. No doubt, it is known for every one that good poetry lessons occur in classrooms where young people are guided by responsive teachers who implement as well as they plan.</p><strong>Keywords: </strong>Figurative language, poetry, language

scholarly journals Putting Arendt, Bakhtin and atmosphere to work: Exploring different paths concerning the language development of multilingual children

2020 ◽  
pp. 146394912092589
Author(s):  
Katrine Giæver ◽  
Liz Jones
Keyword(s):  
Language Development ◽  
Ethnic Minority ◽  
The Body ◽  
Philosophical Work ◽  
Minority Children ◽  
Doctoral Studies ◽  
Universal Principles ◽  
Ethnographic Data ◽  
Ethnic Minority Children ◽  
The Mind

The aim of this article is to illustrate the potential of ‘atmosphere’ in order to consider more inventive ways of developing the language of young Norwegian ethnic minority children. The article draws on ethnographic data that emerged from doctoral studies. The analysis of the data draws on aspects of Arendt’s philosophical work and Bakhtin’s theorizations concerning language. It is these theoretical frames, together with theorizations concerning atmosphere, that allow one to ask different questions in relation to language development. It is by attempting to address these questions that different pedagogical paths begin to emerge. However, the article argues that in order to take such paths, there is a need to suspend certain universal principles, including privileging the mind over the body and the logical over the non-logical.

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