جستجوی مقالات مرتبط با کلیدواژه "نظریه استعاره مفهومی" در نشریات گروه "ادبیات و زبان ها"

In cognitive linguistics, conceptualization plays an important role in discovering the meaning. From the point of view of Lakoff and Johnson, conceptual metaphors are not only linguistic matters, but also thought mechanisms whose representation can be studied not only in language but also in social behavior and culture. The purpose of this research, which was carried out by analytical-descriptive method, was to answer this question: To what extent is the theory of conceptual metaphor effective in religious texts? In this article, with the help of metaphor theory, we have tried to understand the concept of Surah al- Juma, which is one of the five surahs of the Holy Qur'an, called Mosabbahat, because this surah is based on two main and fundamental axes, first, monotheism and divine attributes, and the purpose of the mission of the Prophet of Islam, Ma'ad and also emphasize the importance of the issue of Friday prayer, The results show that from the perspective of cognitive semantics, the application of conceptual metaphor theory using the two-domain model of destination and origin of Lakoff and Johnson can be effective in explaining the conceptual structure of Quranic components and the meanings hidden in the structure of Quranic verses. to reveal and in this way influence the attitude and worldview of the audience and provide a general insight into a human scale to facilitate the understanding of the verses. The results of this research can be useful in literary analysis and Quranic research and in the field of cognitive linguistics.

Drawing on the conceptual metaphor theory (Lakoff & Johnson, 2003) and using the theoretical framework of the cognitive writing model (Flower & Hayes, 1980), the researchers attempted to improve EFL learners’ writing dispositions through establishing an interaction between their conceptual system and the natural experiences that form the framework of a text. To that end, 120 male and female EFL Bachelor-of-Arts (BA) students from Foreign Language Center at Islamic Azad Karaj University in Iran participated voluntarily in the study and were randomly divided into two groups, with the experimental group receiving the cognitive approach training and the control group the traditional approach instruction. Using a two-way analysis of co-variance (ANCOVA) procedure, the researchers evaluated the posttest results of both groups. SPSS (version 25) was used to analyse the data of the present study.The analysis revealed that the cognitive group experienced a remarkable growth in the posttest scores of writing self-efficacy and writing attitudes. Findings of the present study can be of practical and theoretical importance to the EFL writing teachers, because they provide EFL teachers with feedback to incorporate conceptual metaphor as a cognitive strategy in their writing courses to improve their students’ affective factors which overshadow their success in writing.

This article is an attempt to apply MIPVU (Steen et al., 2010) for identifying and extracting metaphors used in the educational discourse of teaching the Persian language to first and second grades of elementary schools in Naghedeh. The main objective is to investigate the challenges of applying MIPVU to Persian and present a template for tagging metaphor-related words according to morphological, syntactic, and semantic features of Persian. The second objective is to analyze the conceptual metaphors underlying educational discourse in the first and second grades of elementary schools in Naghadeh.

In this article, the MIPVU framework and its theoretical basis have been applied. MIPVU is based on a combination of cognitive linguistics approach to metaphor with a broad view of discourse analysis.For metaphor analysis, the CMT model(Lakoff & Johnson,1980) is applied to extract the conceptual metaphors underlying the linguistic metaphors attested in the first phase by using MIPVU. The overall procedure formulated for metaphor identification in MIPVU looks like this:Find metaphor-related words (MRWs) by examining the text on a word-by-word basis.When a word is used indirectly and that use may potentially be explained by some form of cross-domain mapping from a more basic meaning of that word, mark the word as metaphorically used (MRW)
When a word is used directly and that use may potentially be explained by some form of cross-domain mapping to a more basic referent or topic in the text, mark the word as direct metaphor (MRW, direct)When words are used for lexico-grammatical substitution, such as third-person personal pronouns, or when ellipsis occurs where words may be seen as missing, as in some forms of coordination, and when a direct or indirect meaning is conveyed by those substitutions or ellipses that may potentiallybeexplained by some form of cross-domain mapping from a more basic meaning, referent, or topic, insert a code for implicit metaphor (MRW, implicit) When a word functions as a signal that a cross-domain mapping may be at play, mark it as a metaphor flag (Mflag). When a word is a new-formation coined, examine the distinct words that are its independent parts according to steps 2 through 5. (Steen et al, 2010: 26) The classroom interaction between teachers and students of first and second grades of 3 elementary schools in Naghadeh (West Azerbaijan Province) was recorded, and then the sentences used by the teacher were transcribed; Finally two sets of data were prepared: First-grade elementary school (5886 words) and second-grade elementary school (4630 words). These data sets consist of transcriptions of spoken sentences used by teachers in teaching Persian to first and second grades students in elementary schools of West Azerbaijan Province, Iran. To these data, POS (Part Of Speech) tags were assigned using Stanford NLP processor, then each lexical unit received their metaphor-related tags in Excel format by the researcher. The online Abadis dictionary was used as a reliable source for identifying the basic and contextual senses of each lexical unit. And at last, a format was presented for Persian metaphor analysis applying MIPVU.

This article discusses some challenges in applying the MIPVU protocol to Persian in annotating words as metaphorical. Problematic issues include demarcation of lexical units such as compound verbs and compound nouns, clitics, and also lack of suitable and corpus-based dictionaries of Persian. Based on these issues, and the overall process in MIPVU, this article can be used as a detailed framework to apply MIPVU for identifying metaphors in Persian both in individual researches and in corpus projects.The educational discourse of teaching Persian to the first and second grades of elementary schools was analyzed according to their use of metaphor-related words. The results showed that only a very small percentage (1.2%) of the whole data was usedmetaphorically, and the frequency of metaphors in the second class was higher than their use in the discourse of the first class. Most of the metaphors were indirect metaphors and just a few direct metaphors were used by one of the three teachers. Based on conceptual metaphor theory, 4 conceptual metaphors were extracted from linguistic metaphors attested in the first phase (applying MIPVU for identifying metaphor-related words).PERSIAN ALPHABETS ARE GEOMETRIC SHAPES/OBJECTS CHILDREN ARE NON-HUMAN BOOKS/SENTENCES/WORDS ARE CONTAINERS IMAGES ARE HUMANS.

As its first objective, this artcle tried to tackle some of the main challenges in applying MIPVU procedure for identifying and annotating metaphors in Persian and presented a useful and detailed framework. It offers solutions for successfully applying the main procedure for Persian according to its morphology, syntax and the rules of its writing sytem, so it can be readily used as a basis for further studies in the field of cognitive linguistics and also in computational and corpus linguistics.As its second objective, based on the analysis of the metaphors used by teachers in teaching Persian to non-native students, this article proves that teachers are not aware of the effects of metaphors in teaching and conveying educational content more effectively to young learners. This means that the teachers had no idea what a metaphor is and how it can be used directly and willingly to stimulate learners' unconscious knowledge. This highlights the need to inform and educate these teachers to understand the importance and necessity of using appropriate metaphors in classroom and in the interaction with students.

In this descriptive-analytic research, different Persian time metaphors reflected in political and economic articles of Shargh Newspaper are compared in the general framework of cognitive semantics, with emphasis on Lakoff and Johnson’s conceptual metaphor theory (1980), while using Núñez and Sweetser’s approach (2006) and mathematical logic. The goals are determining: (1) adequacy of the theory, (2) different types of time metaphor and their dominant pattern in the articles, (3) their distribution, and (4) how they are expressed. Research population consists of all political and economic articles of Shargh Newspaper in 1396 and 60 randomly chosen articles make the sample. The results approved the adequacy of the theory and indicated that time-moving metaphor with the highest frequency (72%) was the dominant pattern while other patterns were ego-moving metaphor (%18) and time-moving-without-ego metaphor (%9). Time-ego-moving metaphors (%1) didn’t make any pattern. The results revealed no significant difference between the above-mentioned metaphors in each kind of the articles but revealed a significant difference between time-moving metaphor and the others in data. Moreover, most temporal concepts were expressed via spatial concepts. This means time is more basic and vital than space in political and economic issues.

Cognitive Linguistics Studies have found that conceptual metaphor is an active process of cognitive system which has an influential role in the construction and organization of cultural network in mind, language, and behavior of humans, so that many categorizations and understandings are based on this mechanism. Moreover, the Conceptual Metaphor Theory, introduced by Lakoff and Johnson, (1980) claims that there is a significant correlation between biological and environmental experiences of humans and their metaphorical conceptualizations, which can be represented in the language including the language of poetry and literary discourse. Literary discourse and poetry have the same linguistic rules. In this view, there is a relationship between the basis of conceptual metaphors and literature, since in a specific language there are mappings between target and source domains which are invoked by experiential correlations, perceived structural similarities and the existence of source domain in their literature. 

On the other hand, Eco criticism focuses on the relation of human and nature and their reflection in literature. In this approach, what is emphasized on is the reflection of the relationship between humans and their environment in literature. The crossroad of these two semantic and literary approaches can be a framework in which we can study the cognitive link between the poet and his ecology and its manifestation in his work. The language of poetry is influenced by ecological experiences of its poet. Until now, no study has been performed to analyze the relationship between nature, poet and language of poetry from this eclectic approach. Therefore, this paper tries to study the influence of environmental experiences of Salman Harati, who is a famous Persian contemporary poet, on the social-religious conceptualizations reflected in his poetry. In his poems, an obvious relationship between ecological elements and concepts and the poets conceptualizations is reflected. The emergence of political and social beliefs and interpretations in Harati's poetry is the most outstanding property of his poetic language which is portrayed with the help of the concepts existing in the nature of the north of Iran.  This research has used an eclectic method of both Conceptual Metaphor Theory-specially the principles on the basis of metaphor- and Eco criticism. It has used the cognitive mechanism of conceptual metaphor to explain the effects of experiential concepts of nature and the poet's direct observations of it on his poetic conceptualizations. The metaphors have been limited to those with the target domain of Martyrdom and Imamah because the essence of Harati's poetry is religion. The authors seek to answer the following questions: 1.how the natural environment has affected these metaphors? And 2.Which environmental and natural concepts have been used as the source domains for the conceptualization of social and cultural concepts- Martyrdom and Imamah?-. From another perspective, 3. What role or roles the ecology or nature has/have in the meaning construction in literature. To do so, the metaphors involving the target domains of Martyrdom and Imamah have been extracted. Then, on the basis of Cognitive Metaphor Theory, the role of the poet's natural environment as well as its components on his poetic conceptualizations have been explained. The results of this study showed that ‘Salman ecological and cultural experience have great influences on forming his poetic discourse and on the interaction between emotional and cognitive spaces in his poetry. Harati has used three target domains of nature including light, plant and, water and their relevant concepts to highlight some aspects of martyrdom and Imamah. There is a metaphor martyrdom / martyr and Imamah/ Imam is nature underlying all of these conceptualizations. Knowledge, monotheism, love, resistance, waiting and other meaning components relevant to martyrdom and Imamah culture are highlighted through these ecological metaphors.

The current study investigates how Sadness is Conceptualized in Persian Linguistic Database. Analyzing the Corpus, the authors managed to extract 2098 lingusitic phrases, containing 529 metaphorical by searching several keywords pertaining to Sadness. Then, the metaphorical phrases were analysed according to Conceptual Metaphor Theory and Conceptual mappings were extracted. It was determined that source domains of Thing/Material, Location/Time, Animacy, Container/Contained material, Illness/Physical Damage are used more frequently by the Persian speakers in conceptualization of Sadness. As an important sub-findings of the research, it was also determined that the “Del” [heart] as a body Organ is much more frequent among Persian speakers in Conceptualization of Sadness.