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From Disrupted Classrooms to Human-Machine Collaboration? The Pocket Calculator, Google Translate, and the Future of Language Education
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In: L2 Journal, vol 14, iss 1 (2022)
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It takes a village: Digitizing domestic summer programs to confront COVID-19
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Urlaub, Per. - : University of Hawaii National Foreign Language Resource Center, 2020. : (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center), 2020
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Reading the German graphic novel : understanding learners’ readings of multimodal literary comics
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Beliefs about grammar instruction among post-secondary second-language learners and teachers
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Culture specific aspects of semantic frames in multilingual frame descriptions
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Exploring change : oral metadiscourse of advanced learners of Russian in extended study abroad
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A usage-based approach to verb classes in English and German
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Dramatizing/digitizing literacy: Theater education and digital scholarship in the applied linguistics curriculum
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Semantic role alignment in metaphor : a frame semantic approach to metaphoric meaning
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Abstract:
text ; Metaphor occurs when a word or phrase is used in a way that conflicts with its usual (literal) meaning, so that part of its meaning is applied to a different semantic domain. For example, time is construed as money in “This gadget will save you hours” (Lakoff and Johnson 1980). There is a link between the concepts time and money that underlies many expressions in English; this is therefore considered a conceptual metaphor. Conceptual Metaphor Theory (CMT) has dominated metaphor research since Lakoff and Johnson (1980), but researchers (e.g. Croft 2009, Sullivan 2013) are turning to other cognitive linguistic theories such as Frame Semantics (Fillmore 1982) and Cognitive Grammar (Langacker 1987) to rectify the problems inherent in that approach. CMT does not provide tools for systematically defining metaphoric concepts and their components, which prevents the analysis of metaphor’s internal meaning. It views metaphor as a superimposition of meaning from one domain (e.g. money above) onto another (e.g. time). Corpus data has improved metaphor research methods, but sounder methodology is needed to choose which metaphors to study. This dissertation takes a novel approach to metaphor in that the data are taken from a semantically annotated corpus where their semantic domains are already assigned. The main dataset is comprised of a naturally occurring group of related metaphors that construe awareness as perception. Using the notion of frame from Frame Semantics (Fillmore 1982) as implemented in the lexicographic database FrameNet (Atkins et al. 2003) to define semantic domains and their internal components (frame elements; similar to semantic roles), this dissertation analyzes metaphors from the frame-semantically annotated database of German, SALSA (Burchardt et al. 2006, 2009), to investigate how meaning elements (semantic roles) from the metaphor’s two semantic domains align. I show that semantic roles align consistently, although not every semantic role has a counterpart in the other domain. I argue that the use of semantic and syntactic information that is associated with one domain but not the other allows emergent meaning to be created in metaphor. The analysis supports the view of metaphor as a blended space, independent of either semantic domain, as described by Fauconnier and Turner (2002). ; Germanic Studies
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Keyword:
Conceptual integration; Conceptual metaphor; Frame blending; Frame semantics; FrameNet; Mental spaces; Metaphor; Metaphor mapping; Metaphoric meaning transfer; SALSA; Semantic roles
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URL: https://doi.org/10.15781/T2S59B http://hdl.handle.net/2152/31444
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I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom
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Critical Literacy and Intercultural Awareness through the Reading Comprehension Strategy of Questioning in Business Language Education
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In: Global Business Languages (2013)
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Intercultural communicative competence : assessing outcomes of an undergraduate German language program
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Twist in the list : frame semantics as vocabulary teaching and learning tool
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Understanding comprehension: Hermeneutics, literature, and culture in collegiate foreign language education
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