Introduction

2020 ◽  
pp. 1-26
Author(s):  
Gillian Knoll
Keyword(s):  
Early Modern ◽  
Cognitive Performance ◽  
Cognitive Linguistics ◽  
Conceptual Metaphor ◽  
Performance Anxiety ◽  
Main Argument ◽  
Conceptual Metaphor Theory ◽  
Metaphor Theory ◽  
George Lakoff ◽  
Foundational Work

The introduction presents the main argument of Conceiving Desire in Lyly and Shakespeare: that metaphors dramatize inward erotic experience on the early modern stage. The opening pages chart the book’s methodology, situate it among other studies of desire, and introduce conceptual metaphor theory via George Lakoff, Mark Johnson, and Mark Turner’s foundational work in cognitive linguistics. To illustrate the importance of cognition to erotic experience, the introduction analyses Troilus’s soliloquy in which he anticipates his tryst with Cressida. Troilus’s imagination makes him “giddy” but it also betrays his cognitive performance anxiety—a fear of being unable to conceive of the “subtle” pleasures that await him, dooming them to be lost to him forever. Troilus confirms that our ability to process erotic experience mentally is what grants us access to it; both action and contemplation are vital ingredients in erotic experience. These pages conclude by discussing the value of pairing John Lyly’s and William Shakespeare’s plays to study erotic language. Both playwrights, but especially Lyly, reveal the power of contemplative speech to constitute vibrant, frenzied action on a stage.

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

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 ◽  
Conceptual Metaphor Theory ◽  
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). 

scholarly journals Analysis of Political Metaphors in Donald J. Trump’s State of the Union Address in 2020

2021 ◽  
pp. 69-73
Author(s):  
Tang Bingyu
Keyword(s):  
Conceptual Metaphor ◽  
The State ◽  
The Political ◽  
Cognitive Analysis ◽  
Conceptual Metaphor Theory ◽  
State Of The Union ◽  
Metaphor Theory ◽  
George Lakoff ◽  
The Masses ◽  
The Relationship

On the basis of Conceptual Metaphor Theory proposed by George Lakoff and Mark Johnson, this paper conducts a cognitive analysis of conceptual metaphors in Donald J. Trump’s State of the Union Address in 2020, aiming to explain the metaphors in the State of the Union Address, reveal the political intentions hidden behind the metaphors, and construe the relationship between politics and metaphor. It is found that the metaphors in this State of the Union Address are: CONFLICT metaphors, BUILDING metaphor, JOURNEY metaphors, ORIENTATIONAL metaphors, and PLANT metaphors. Through the analysis, this paper concludes that conceptual metaphor has the function of persuading the masses and shaping the image of politicians. At the same time, this paper also finds that politics restricts the choice and application of metaphor.

scholarly journals Konseptualisasi Citra Hara ‘Perut’ dalam Idiom Bahasa Jepang

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 ◽  
Conceptual Metaphor Theory ◽  
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.

The Body as Metaphor

2019 ◽  
Vol 61 (1) ◽  
pp. 26-39
Author(s):  
Gregory E. Sterling
Keyword(s):  
Jewish Community ◽  
Conceptual Metaphor ◽  
The Body ◽  
Conceptual Metaphor Theory ◽  
Dual Nature ◽  
Metaphor Theory ◽  
George Lakoff ◽  
Body And Soul ◽  
Mark Johnson

AbstractThis essay considers Philo of Alexandria’s metaphor in which he used the dual nature of embodied existence (body and soul) to argue that both literal and allegorical readings are legitimate. It examines the metaphor in the framework of Conceptual Metaphor Theory (CTM) developed by George Lakoff and Mark Johnson that argues that experience is the key to meaning. A metaphor occurs when we apply a pattern that we have observed in one setting (gestalt) to another. In this case, Philo has drawn on a Platonic/Stoic understanding of being human and applied it to contested hermeneutics within the Alexandrian Jewish community in an effort to maintain a sense of unity among two groups. The metaphorical experience is the recognition that Scripture is polyvalent in the same way that being human is.

The structure of our concepts: A critical assessment of Conceptual Metaphor Theory as a theory of concepts

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Peer F. Bundgaard
Keyword(s):  
Meaning Making ◽  
Conceptual Metaphor ◽  
Abstract Concepts ◽  
Conceptual Metaphor Theory ◽  
Specific Domain ◽  
Conceptual Metaphors ◽  
Cross Domain ◽  
Metaphor Theory ◽  
George Lakoff ◽  
Experimental Findings

Abstract George Lakoff and Mark Johnson’s Conceptual Metaphor Theory is by and large a theory of what (abstract) concepts are, how they are structured, and how this structure is acquired — i.e., by mapping of structure from one more concrete or sensory-motor specific domain to another more abstract domain. Conceptual metaphors therefore rest on “cross-domain mappings.” The claims to the effect that our abstract concepts are metaphorically structured and that cross-domain mappings constitute one of the fundamental cognitive meaning-making processes are empirical and can therefore be put to the test. In this paper, I will critically assess Conceptual Metaphor Theory as a theory of concepts in light of recent experimental findings. Many such findings provide evidence for the psychological reality of cross-domain mappings, i.e., that structure activated in one domain actually can perform cognitive tasks carried out in another domain. They do not, however, support the claim that the structure of our (abstract) concepts is still metaphorical, as Lakoff and Johnson claim — that is to say, that our mind actually does perform cross-domain mappings when we process conventional conceptual metaphors such as “Death is Rest” or “Love is a Journey.” Two conclusions can be drawn from this: (1) it is necessary to distinguish between cross-domain mappings (which are psychologically real) and the metaphoric structure of our concepts (which is not, in the sense that such concepts do not any longer activate cross-domain mappings when processed); (2) Conceptual Metaphor Theory is not an adequate theory of concepts. I will therefore sketch another more viable theory of concepts where the structure of our concepts is defined as the full ecology of their situations of use, which includes the kind of situations (objects, agents, interactions) they apply to and the kind of emotional, cognitive, bodily, and behavioral responses they elicit. On this view, the contents of our concepts are to be considered as vague predicates, with vague extensions, which take on a specific form in their situation of use.

Tests of Conceptual Metaphor Theory with Episodic Memory Tests

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 ◽  
Conceptual Metaphor Theory ◽  
Memory Tests ◽  
Metaphor Theory ◽  
Release From Proactive Interference

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

2015 ◽  
Vol 5 (1) ◽  
pp. 20-41 ◽  
Author(s):  
Florencia Reali ◽  
Catalina Arciniegas
Keyword(s):  
Cognitive Linguistics ◽  
Conceptual Metaphor ◽  
Conceptual Structure ◽  
The Body ◽  
Corpus Analysis ◽  
Conceptual Metaphor Theory ◽  
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.

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

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 ◽  
Conceptual Metaphor Theory ◽  
Metaphor Theory

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

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

2017 ◽  
Vol 7 (1) ◽  
pp. 211 ◽  
Author(s):  
Leonardo Veliz
Keyword(s):  
Teaching And Learning ◽  
Cognitive Linguistics ◽  
Conceptual Metaphor ◽  
Literacy Skills ◽  
Conceptual Metaphor Theory ◽  
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. 

scholarly journals Conceptualizing Trauma in Don DeLillo’s Falling Man

2020 ◽  
Vol 3 (1) ◽  
pp. 123-131
Author(s):  
Daban Q. Jaff ◽  
Yasir A. Al-Jumaili
Keyword(s):  
Conceptual Metaphor ◽  
Traumatic Experiences ◽  
The Novel ◽  
Conceptual Metaphor Theory ◽  
Metaphorical Language ◽  
Conceptual Structures ◽  
Metaphor Theory ◽  
George Lakoff ◽  
Mapping Process ◽  
Falling Man

This paper explores the mapping process which is used to conceptualize trauma in one of the post-9/11 novels, namely DeLillo’s Falling Man. The paper focuses on how the traumatic experiences are represented through metaphors. Although many previous studies have attempted stylistic investigations to DeLillo’s novel, very little research approached its metaphorical language. As far as trauma experience is concerned, most of the previous studies discussed these experiences thematically (Kensiton and Quinn, 2008; Gray, 2012; Pozorski, 2014; Keeble, 2014). This study, therefore, offers a stylistic examination of the metaphors of trauma which are used to communicate the negative mental experiences in this novel. It examines the conceptualization of traumatic experiences encountered by the main characters as they are exposed to disturbing events. The study applies insights from Conceptual Metaphor Theory (CMT) by George Lakoff and Mark Johnson (1980; 2003) to selected metaphors from the novel. The application of conceptual metaphor theory allows better understanding of how the abstract state of trauma is conceptualized and communicated through the course of the novel. The experience of trauma is represented variously in this novel, sometimes it is communicated through idiosyncratic metaphors (Moncef, 2016) and sometimes it is represented through using conventional metaphors. The study also examines the mapping process to see how conceptual structures are selected from different source domains and mapped onto the domain of the abstract state of trauma to convey the effects of these distressing experiences.

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