Reframing Reality of Online Learning on the Basis of Internet Memes

The paper sets out to investigate the interplay between image and text with reference to chosen cognitive models in order to pinpoint the image of distance learning during the COVID-19 pandemic. The bilateral nature of memes will be discussed in relation to the cognitive linguistics framework, in particular the Conceptual Metaphor Theory (CMT) (Lakoff and Johnson 1980, Kovecses 2002, Forceville 1996, 2008, 2009), Frame Semantics (Fillmore 1988) construal (Langacker 1987, 2008), blending theory (Fauconnier and Turner 2002), Discourse Viewpoint Space (Dancyngier and Vandelanotte 2017).

Integrating constructional semantics and conceptual metaphor

Constructions and Frames ◽

10.1075/cf.8.2.02sul ◽

2016 ◽

Vol 8 (2) ◽

pp. 141-165 ◽

Cited By ~ 3

Author(s):

Karen Sullivan

Keyword(s):

Cognitive Linguistics ◽

Conceptual Metaphor ◽

Conceptual Structure ◽

Unified Model ◽

Cognitive Grammar ◽

Frame Semantics ◽

Conceptual Structures ◽

Metaphoric Language ◽

Conceptual Metaphor Theory (CMT) aims to represent the conceptual structure of metaphors rather than the structure of metaphoric language. The theory does not explain which aspects of metaphoric language evoke which conceptual structures, for example. However, other theories within cognitive linguistics may be better suited to this task. These theories, once integrated, should make building a unified model of both the conceptual and linguistic aspects of metaphor possible. First, constructional approaches to syntax provide an explanation of how particular constructional slots are associated with different functions in evoking metaphor. Cognitive Grammar is especially effective in this regard. Second, Frame Semantics helps explain how the words or phrases that fill the relevant constructional slots evoke the source and target domains of metaphor. Though these theories do not yet integrate seamlessly, their combination already offers explanatory benefits, such as allowing generalizations across metaphoric and non-metaphoric language, and identifying the words that play a role in evoking metaphors, for example.

A Cognitive Linguistics approach to internet memes on selected Polish internet sites

Cognitive Studies | Études cognitives ◽

10.11649/cs.1939 ◽

2019 ◽

Author(s):

Julia Ostanina-Olszewska ◽

Aleksandra Majdzińska-Koczorowicz

Keyword(s):

Social Communication ◽

Cognitive Linguistics ◽

Conceptual Metaphor ◽

Conceptual Blending ◽

Frame Semantics ◽

Semantic Framework ◽

Wide Range ◽

Metaphor Theory ◽

Salient Features

A Cognitive Linguistics approach to internet memes on selected Polish internet sitesThe present study aims to analyse selected internet memes as examples of social communication from the perspective of Cognitive Linguistics, and to examine more closely the relation between their visual and verbal aspects. Internet memes contain a wide range of constructions (necessary for rebuilding the semantic framework and extracting selected content), which are fragmentary but at the same time sufficient to induce a whole framework of meanings by using their salient features. The multimodal context is considered within the frameworks of conceptual metaphor theory (Lakoff & Johnson, 1980), construal (Langacker, 1987, 2008), frame semantics (Fillmore, 1988), conceptual blending theory (Fauconnier & Turner, 2002) and Discourse Viewpoint Space (Dancygier & Vandelanotte, 2016). The paper will present an analysis of the structure of internet memes, which are rich concepts that spread rapidly and widely, and also invite recipients to actively participate in the construction of the message, thus becoming contributors. Memy internetowe na wybranych polskich stronach internetowych. Podejście językoznawstwa kognitywnegoMemy są często bogatymi tworami, łączącymi konstrukcje i zabiegi językowe z elementami wizualnymi, które pomimo bycia jedynie cząstkowymi desygnatami, pozwalają na wydobycie ram semantycznych oraz zrozumienie określonych treści z często fragmentarycznego przekazu obrazka. Przyswojenie komunikatu odbywa się przy pomocy wybranych elementów językowych i ikonicznych osadzonych w kontekście multimodalnym.Celem artykułu jest analiza relacji pomiędzy aspektem wizualnym i werbalnym w wybranych memach internetowych, rozumianych jako przykłady komunikacji społecznej, przy pomocy narzędzi językoznawczych, m.in. teorii metafory pojęciowej i metonimii (Lakoff i Johnson, 1980), obrazowania mentalnego (Langaker, 1987, 2008), semantyki ramowej (Fillmore, 1988), teorii amalgamatów pojęciowych (Fauconnier i Turner, 2002) oraz perspektywy narracyjnej (ang. Discourse Viewpoint Space) (Dancygier i Vandelanotte, 2016).

Konseptualisasi Citra Hara ‘Perut’ dalam Idiom Bahasa Jepang

Japanese Research on Linguistics Literature and Culture ◽

10.33633/jr.v1i1.2130 ◽

2018 ◽

Vol 1 (1) ◽

pp. 65-78

Author(s):

Akhmad Saifudin

Keyword(s):

Cognitive Linguistics ◽

Conceptual Metaphor ◽

Human Life ◽

Human Perception ◽

The Body ◽

Human Language ◽

Japanese People ◽

Metaphor Theory ◽

Cognitive Experience

Hara simply means belly, but for Japanese people it means more than physical. Hara is a concept, an important concept related to Japanese human life. This paper discusses the conceptualization of hara image for Japanese people. The study utilizes 25 idioms that contain hara ‘belly’ word that are obtained from several dictionaries of Japanese idioms. This paper is firmly grounded in cognitive linguistics, which relates linguistic expressions to human cognitive experience. The tool for analysis employed in this paper is the “conceptual metaphor theory” pioneered by Lakoff and Johnson. This theory considers human perception, parts of the body, and people’s worldview as the basis for the structure of human language. The analysis of this paper results that metaphorically, hara ‘belly’ is an entity and a container, which contains important elements for humans, such as life, mind, feeling, mentality, and physical. The concept of hara 'belly' for Japanese people is to have a spiritual, psychological, social and cultural, biological, and physical image. Keywords: conceptualization, conceptual metaphor, hara ‘belly’, idioms, imagee.

Automatic metaphor detection using constructions and frames

Constructions and Frames ◽

10.1075/cf.8.2.06hon ◽

2016 ◽

Vol 8 (2) ◽

pp. 295-322 ◽

Cited By ~ 4

Author(s):

Jisup Hong

Keyword(s):

Conceptual Metaphor ◽

Detection System ◽

Construction Grammar ◽

Computational Resource ◽

Frame Semantics ◽

Relative Success ◽

Metaphor Theory ◽

Recent Developments ◽

Conceptual Network

This paper presents MetaNet’s automatic metaphor detection system that applies theoretical principles from construction grammar, frame semantics, and recent developments in conceptual metaphor theory, including the theory of cascades (Lakoff 2014). The system has achieved relative success in identifying metaphorical expressions for a range of target domains from large corpora and holds promise as a useful tool for corpus-based study of metaphor. The detection system relies on MetaNet’s conceptual network of frames and metaphors as a computational resource for its functionality, and improves automatically as the representations stored in the network are built up. In addition, because of its theoretically principled design the system’s level of accuracy at identifying metaphorical expressions provides feedback to linguists about the accuracy of the frame and metaphor analyses in the network.

Tests of Conceptual Metaphor Theory with Episodic Memory Tests

Cognitive Semantics ◽

10.1163/23526416-00601003 ◽

2020 ◽

Vol 6 (1) ◽

pp. 56-82

Author(s):

Albert N. Katz ◽

J. Nick Reid

Keyword(s):

Cognitive Psychology ◽

Episodic Memory ◽

False Memory ◽

Cognitive Linguistics ◽

Semantic Information ◽

Conceptual Metaphor ◽

Release From Proactive Interference

Memory Tests ◽

Metaphor Theory ◽

Adopting Lakoff’s (1990) “cognitive commitment”, we make the argument that an under-employed means of testing tenets of Conceptual Metaphor Theory (cmt), and in bridging the gap between studies in cognitive linguistics and experimental cognitive psychology can be through the use of episodic memory tests. We provide examples of the utility of episodic memory for studying cmt, emphasizing the use of the drm False Memory Paradigm. We then describe its utility with other tasks, most notably with Release from Proactive Interference methodology. Although these tasks are based on episodic memory, they are heavily influenced by semantic information, making them useful tools to examine conceptual metaphors. We conclude by describing how episodic memory tasks could be employed to test the automaticity assumption of cmt.

Metaphorical conceptualization of emotion in Spanish

Metaphor and the Social World ◽

10.1075/msw.5.1.02rea ◽

2015 ◽

Vol 5 (1) ◽

pp. 20-41 ◽

Cited By ~ 4

Author(s):

Florencia Reali ◽

Catalina Arciniegas

Keyword(s):

Cognitive Linguistics ◽

Conceptual Metaphor ◽

Conceptual Structure ◽

The Body ◽

Corpus Analysis ◽

Wide Range ◽

Metaphor Theory ◽

Bounded Space ◽

Concrete Concepts

Over the last two decades, accumulating work in cognitive science and cognitive linguistics has provided evidence that language shapes thought. Conceptual metaphor theory proposes that the conceptual structure of emotions emerges through metaphorization from concrete concepts such as spatial orientation and physical containment. Primary metaphors for emotions have been described in a wide range of languages. Here we show, in Study 1, the results of a corpus analysis revealing that certain metaphors such as EMOTIONS ARE FLUIDS and EMOTIONS ARE BOUNDED SPACEs are quite natural in Spanish. Moreover, the corpus data reveal that the bounded space source domain is more frequently mapped onto negative emotions. In Study 2, we consider the question of whether the instantiation of metaphorical framing influences the way we think about emotions. A questionnaire experiment was conducted to explore this question, focusing on the Spanish case of locura (‘madness’). Our results show that when madness was framed as a fluid filling a container (the body), people tended to rate symptoms as less enduring and as more likely to be caused by social and environmental factors, compared with when it was framed as a place in space. Results are discussed in the light of conceptual metaphor theory.

Cognitive Exploration of ‘Traveling’ in the Poetry of Widad Benmoussa

East European Journal of Psycholinguistics ◽

10.29038/eejpl.2018.5.2.are ◽

2018 ◽

Vol 5 (2) ◽

pp. 6-15

Author(s):

Енкарнацьйон Санчеc Аренас ◽

Ессам Басем

Keyword(s):

Social Psychology ◽

Cognitive Linguistics ◽

Conceptual Metaphor ◽

Publishing House ◽

Semantic Interpretation ◽

Human Cognition ◽

Annual Review ◽

Language Resources ◽

The concept of motion is central to the human cognition and it is universally studied in cognitive linguistics. This research paper investigates concept of motion, with special reference to traveling, in the poetry of Widad Benmoussa. It mainly focuses on the cognitive dimensions underlying the metaphorical representation of traveling. To this end, the research conducts a semi-automated analysis of a corpus representing Widad’s poetic collections. MetaNet’s physical path is mainly used to reveal the cognitive respects of traveling. The personae the poetess assigns are found to pursue a dynamic goal through activation of several physical paths. During the unstable romantic relations, several travel impediments are met. Travel stops and detours, travel companions, paths in journey as well as changing travel destinations are the most stressed elements of ‘Traveling’ respects. With such a described high frequency of sudden departures and hopping, the male persona the poetess assigns evinces typical features of 'wanderlust' or dromomania. References Arenas, E. S. (2018). Exploring pornography in Widad Benmoussa’s poetry using LIWC and corpus tools. Sexuality & Culture, 22(4), 1094–1111. Baicchi, A. (2017). The relevance of conceptual metaphor in semantic interpretation. Estetica. Studi e Ricerche, 7(1), 155–170. Carey, A. L., Brucks, M. S., Küfner, A. C., Holtzman, N. S., Back, M. D., Donnellan, M. B., ... & Mehl, M. R. (2015). Narcissism and the use of personal pronouns revisited. Journal of Personality and Social Psychology, 109(3), e1. David, O., & Matlock, T. (2018). Cross-linguistic automated detection of metaphors for poverty and cancer. Language and Cognition, 10(3), 467–493. David, O., Lakoff, G., & Stickles, E. (2016). Cascades in metaphor and grammar. Constructions and Frames, 8(2), 214–255. Essam, B. A. (2016). Nizarre Qabbani’s original versus translated pornographic ideology: A corpus-based study. Sexuality & Culture, 20(4), 965–986 Forceville, C. (2016). Conceptual metaphor theory, blending theory, and other cognitivist perspectives on comics. The Visual Narrative Reader, 89–114. Gibbs Jr, R. W. (2011). Evaluating conceptual metaphor theory. Discourse Processes, 48(8), 529–562. Kövecses, Z. (2008). Conceptual metaphor theory: Some criticisms and alternative proposals. Annual Review of Cognitive Linguistics, 6(1), 168–184. Lakoff, G. (2014). Mapping the brain's metaphor circuitry: Metaphorical thought in everyday reason. Frontiers in Human Neuroscience, 8, 958. Lakoff, G., & Johnson, M. (2008). Metaphors We Live By. University of Chicago press. Lee, M. G., & Barnden, J. A. (2001). Mental metaphors from the Master Metaphor List: Empirical examples and the application of the ATT-Meta system. Cognitive Science Research Papers-University of Birmingham CSRP. Lönneker-Rodman, B. (2008). The Hamburg metaphor database project: issues in resource creation. Language Resources and Evaluation, 42(3), 293–318. Martin, J. H. (1994). Metabank: A knowledge‐base of metaphoric language conventioms. Computational Intelligence, 10(2), 134–149. MetaNet Web Site: https://metanet.icsi.berkeley.edu/metanet/ Pennebaker, J. W., Boyd, R. L., Jordan, K., & Blackburn, K. (2015). The development and psychometric properties of LIWC2015. Retrieved from https://repositories.lib.utexas.edu/ handle/2152/31333 Santarpia, A., Blanchet, A., Venturini, R., Cavallo, M., & Raynaud, S. (2006, August). La catégorisation des métaphores conceptuelles du corps. In Annales Médico-psychologiques, revue psychiatrique. Vol. 164, No. 6. (pp. 476-485). Elsevier Masson. Stickles, E., David, O., Dodge, E. K., & Hong, J. (2016). Formalizing contemporary conceptual metaphor theory. Constructions and Frames, 8(2), 166–213 Tausczik, Y. R., & Pennebaker, J. W. (2010). The psychological meaning of words: LIWC and computerized text analysis methods. Journal of Language and Social Psychology,29(1), 24–54. Sources Benmoussa, W. (2001). I have Roots in Air (in Arabic). Morocco: Ministry of Culture. Benmoussa, W. (2006). Between Two Clouds (in Arabic and French). Morocco: Marsam Publishing House. Benmoussa, W. (2007). I Opened It on You (in Arabic). Morocco: Marsam Publishing House. Benmoussa, W. (2008). Storm in a Body (in Arabic). Morocco: Marsam Publishing House. Benmoussa, W. (2010). I Hardly Lost my Narcissism (in Arabic). Syria: Ward Publishing House. Benmoussa, W. (2014). I Stroll Along This Life. Morocco: Tobkal Publishing House

A Route to the Teaching of Polysemous Lexicon: Benefits from Cognitive Linguistics and Conceptual Metaphor Theory

International Journal of Applied Linguistics & English Literature ◽

10.7575/aiac.ijalel.v.7n.1p.211 ◽

2017 ◽

Vol 7 (1) ◽

pp. 211 ◽

Cited By ~ 3

Author(s):

Leonardo Veliz

Keyword(s):

Teaching And Learning ◽

Cognitive Linguistics ◽

Conceptual Metaphor ◽

Literacy Skills ◽

Metaphor Theory ◽

Polysemous Words ◽

Made In

This paper discusses some implications and applications of the field of Cognitive linguistics (CL) to the teaching of English as a second, foreign or additional language (ESL, EFL or EAL). Some of the areas to which CL has immensely contributed are the teaching and learning of grammar, including modality and prepositions (e.g. Langacker, 1991; Langacker, 2008), the teaching and learning of lexis, especially metaphorically-used words and expressions (e.g. Boers, 2004; Deignan, Gabrys, & Solska, 1997; Kalyuga & Kalyuga, 2008; Kövecses, 1996), and the teaching and development of literacy skills, in particular the skills to better understand texts with metaphors embedded (e.g. Boers, 2000). A discussion of all these areas is certainly beyond the scope of this paper. The area to which some attention is drawn in this article is that of teaching metaphorical lexis, with a particular focus on the teaching of polysemous words. General suggestions and teaching recommendations are made in an attempt to bring this field closer to language practitioners.

Budapest International Research and Critics Institute (BIRCI-Journal) Humanities and Social Sciences ◽

A Cognitive Linguistics Study to Reveal the Concept of Death of Indonesian Indigenous Tribe

10.33258/birci.v4i2.1969 ◽

2021 ◽

Vol 4 (2) ◽

pp. 2626-2634

Author(s):

Nirwanto Maruf ◽

Rita Tanduk

Keyword(s):

Qualitative Research ◽

Data Analysis ◽

Cognitive Linguistics ◽

Conceptual Metaphor ◽

Eternal Life ◽

Oral Discourse ◽

Structured Interviews ◽

Metaphor Theory ◽

George Lakoff

Despite of many previous studies related to conceptual metaphor have been conducted since George Lakoff and Mark Johnson have introduced their work known as Metaphor We Live By in 1980, but none of them have analysed oral discourse as their corpus. This study aims to reveal the concept of death belonging to one of the Indonesian indigenous tribes located in Sulawesi Island called Kajang tribe. The Kajang tribe has an ancient oral discourse which delivers orally from generation to generation known as Pasang ri Kajang, and it is full of metaphorical expressions. This present study employs the conceptual metaphor theory (CMT) introduced by Lakoff and Johnson (1980, 2003), and the approach of conceptual metaphor analysis (CMA) by Charteris Black (2004) to reveal the concept of death found in Pasang ri Kajang. This qualitative research obtained the data through semi-structured interviews, field observation, recording, and note-taking. The conceptual metaphor techniques comprising three CMA stages, namely identification, interpretation, and explanation, were used for data analysis. The results of the study indicate that the concept of death as found in Pasang ri Kajang is DEATH IS A JOURNEY. This conceptual metaphor gives a detailed description of death as a journey of the soul to the hereafter. This research concludes that people of Kajang believes only good souls are rewarded with eternal life (Karakkang) and extraordinary wealth (Kalumannyang kaluppepeang) in the hereafter (ahera).

The conceptual metaphor of joy

Journal of Linguistic and Intercultural Education ◽

10.29302/jolie.2019.12.1.10 ◽

2019 ◽

Vol 12 (1) ◽

pp. 139-150

Author(s):

Oana-Maria Păstae ◽

Keyword(s):

Cognitive Linguistics ◽

Conceptual Metaphor ◽

Cognitive Model ◽

Conceptual System ◽

Theoretical Frameworks ◽

Cognitive Approach ◽

Conceptual Metaphors ◽

Basic Premise ◽

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.