The role of (deliberate) metaphor in communicating knowledge in academic discourse: an analysis of college lectures from different disciplines
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Abschlussarbeit Buch |
| Sprache: | English |
| Veröffentlicht: |
Berlin ; Bern ; Bruxelles
Peter Lang
[2019]
|
| Schriftenreihe: | Duisburger Arbeiten zur Sprach- und Kulturwissenschaft
volume 125 |
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| Beschreibung: | 452 Seiten Illustrationen 22 cm, 651 g |
| ISBN: | 9783631779989 3631779984 |
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| 245 | 1 | 0 | |a The role of (deliberate) metaphor in communicating knowledge in academic discourse |b an analysis of college lectures from different disciplines |c Anke Beger |
| 264 | 1 | |a Berlin ; Bern ; Bruxelles |b Peter Lang |c [2019] | |
| 264 | 4 | |c © 2019 | |
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| 653 | |a Deliberate | ||
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| 653 | |a empirical investigation | ||
| 653 | |a from | ||
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| 653 | |a metaphor analysis | ||
| 653 | |a Michael | ||
| 653 | |a natural sciences | ||
| 653 | |a Pütz | ||
| 653 | |a qualitative analysis | ||
| 653 | |a Role | ||
| 653 | |a Rücker | ||
| 653 | |a social sciences | ||
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Datensatz im Suchindex
| _version_ | 1804181543231422464 |
|---|---|
| adam_text | CONTENTS
LIST OF ABBREVIATIONS
..............................................................
15
1
INTRODUCTION........................................................................
17
2 THEORETICAL FRAMEWORK: APPROACHES TO METAPHOR
AND ITS STUDY
.....................................................................................
25
INTRODUCTION............................................................................................
25
2.1 CONCEPTUAL METAPHOR THEORY - AN
OVERVIEW.....................................27
2.1.1 THE MAIN
TENETS..........................................................................
28
2.1.2 CRITICISM AND THE NEXT GENERATIONS OF METAPHOR RESEARCH
..........
35
2.2 STEEN*S THREE-DIMENSIONAL MODEL OF METAPHOR
...................................
42
2.2.1 THE DIMENSION OF LANGUAGE: *INDIRECT* VERSUS *DIRECT*
METAPHORS...................................................................................45
2.2.2 THE DIMENSION OF THOUGHT: CONVENTIONAL VERSUS NOVEL
METAPHORS...................................................................................47
2.2.3 THE DIMENSION OF COMMUNICATION: *NON-DELIBERATE* VERSUS
*DELIBERATE* METAPHORS
..............................
49
2.3 STUDIES OF METAPHOR IN ACADEMIC DISCOURSE
.......................................
57
2.3.1 ACADEMIC ARTICLES AND TEXTBOOKS
................................................
57
2.3.2
LECTURES......................................................................................
63
3 LANGUAGE DATA AND METHODOLOGICAL CONSIDERATIONS
.......
69
INTRODUCTION...............................................................................................
69
3.1 CORPORA AND DATA
COLLECTION................................................................69
3.1.1
LECTURES....................................................................................
71
3.1.2 SUPPLEMENTARY TEXTS: TEXTBOOK CHAPTERS AND ACADEMIC
ARTICLES
......................................................................................
75
3.2 METHODOLOGICAL CONSIDERATIONS
...........................................................
76
3.2.1 PROCEDURES FOR IDENTIFYING METAPHOR IN LANGUAGE
...................
77
3.2.1.1 MIP
.............................................................................
77
3.2.1.2 MIPVU
.......................................................................
79
3.2.1.2.1 DESCRIPTION
................................................... 80
3.2.1.2.2 DISCUSSION
....................................................
83
3.2.2 THE PROCESS OF ESTABLISHING A METHOD FOR METAPHOR
ANALYSIS IN SPOKEN ACADEMIC DISCOURSE: A CASE STUDY OF SIX
PSYCHOLOGY LECTURES
.................................................................
87
3.2.2.1 TESTING MIPVU
...........................................................
88
3.2.2.2 SUPPLEMENTING MIPVU: FURTHER METHODS FOR ANALYSES 95
3.2.2.2.1 ESTABLISHING DISCOURSE UNITS AND ANALYZING
METAPHOR FREQUENCY WITH RESPECT TO
*ABSTRACTNESS* OF DISCOURSE ............................ 95
3.2.2.2.2 IDENTIFYING DELIBERATE METAPHORS AND
TOPICAL STRUCTURE
..........................................
104
3.2.3 METHOD FOR METAPHOR ANALYSIS IN THE 17 LECTURES THAT WERE
NOT PART OF THE CASE
STUDY....................................................... 112
3.2.4 IDENTIFYING DELIBERATE METAPHOR
..............................................
117
3.3
SUMMARY.........................................................................................
126
4 SOCIAL PSYCHOLOGY: THE ROLE OF DELIBERATE METAPHOR IN
COMMUNICATING KNOWLEDGE ACROSS TWO DIFFERENT GENRES
OF ACADEMIC DISCOURSE
................................................................. 129
INTRODUCTION............................................................................................
129
4.1 GENRE AND REGISTER IN ACADEMIC DISCOURSE: TEXTBOOKS, LECTURES,
AND THE NOTION OF INTERTEXTUALITY
.....................................................
130
4.1.1 DEFINING
GENRE AND REGISTER
......................................................
131
4.1.2 GENRE AND REGISTER OF THE TWO TEXTBOOK CHAPTERS AND THE
FOUR LECTURES IN SOCIAL
PSYCHOLOGY........................................... 132
4.1.3 THE LECTURES* INTERTEXTUALITY
....................................................
133
4.2 METAPHORS FOR AGGRESSION IN SOCIAL PSYCHOLOGY: A COMPARISON
OF A TEXTBOOK CHAPTER AND TWO LECTURES
...........................................
134
4.2.1 METHOD
..................................................................................
135
4.2.2 RESULTS
..............................................................................................
137
4.2.3 D ISCUSSION
........................................................................................
139
4.2.3.1 CONCEPTUAL METAPHORS FOR AGGRESSION REALIZED IN
BOTH TEXTBOOK CHAPTER AND LECTURES
.................................
139
4.2.3.2 PERSONAL PREFERENCES AND
INTERTEXTUALITY: DIFFERENCES IN THE USE OF
AGGRESSION IS PRESSURIZED LIQUID IN A CONTAINER
AND
AGGRESSION IS LOSING A BATTLE BETWEEN TWO
COMPETING INSTINCTS
......................................................
141
4.2.3.3 THE REGISTER VARIABLES TENOR AND MODE AS POSSIBLE
CAUSES FOR METAPHOR VARIATION.........................................
150
4.2.4
SUMMARY..........................................................................................
153
4.3 DELIBERATE METAPHORS FOR LOVE, LIKING, AND RELATIONSHIPS IN
SOCIAL PSYCHOLOGY: A COMPARISON OF A TEXTBOOK CHAPTER AND TWO
LECTU
RES.......................................................................................................
154
4.3.1 METHOD
.............................................................................................
154
4.3.2 RESULTS
..............................................................................................
157
4.3.3 D
ISCUSSION........................................................................................
159
4.3.3.1 L
OVE
IS
A
BUSINESS
TRANSACTION
: COMMUNICATING
AN ACADEMIC THEORY OF INTERPERSONAL ATTRACTION............. 159
4.3.3.2 DELIBERATE METAPHORS THAT ONLY OCCUR IN THE
TEXTBOOK CHAPTER: LINGUISTIC REALIZATIONS OF THE
CONCEPTUAL METAPHORS
LOVE
IS
HEAT
,
LOVE
IS
FIRE
,
AND
LOVE
IS
A
D R U G
........................................................... 167
4.3.4
SUMMARY..........................................................................................
175
4.4 SUMMARY OF THE ROLE OF DELIBERATE METAPHOR IN COMMUNICATING
KNOWLEDGE ACROSS TWO DIFFERENT G EN
RES................................................ 176
5 DELIBERATE METAPHORS ACROSS THREE DIFFERENT
DISCIPLINES: FORMS AND FUNCTIONS
............................................... 181
INTRODUCTION......................................................................................................
181
5.1 FUNCTIONS O F
METAPHORS...........................................................................
182
5.2 FORMS AND FUNCTIONS OF DELIBERATE METAPHORS IN PSYCH OLOGY
...........
187
5.2.1 DELIBERATE METAPHORS WITH AN EXPLANATORY FUNCTION
...............
187
5.2.1.1 SPERM TYPES AS RACEHORSES, KAMIKAZE SPERM, AND
OFFENSIVE
LINEMEN.......................................................... 188
5.2.1.2 HUMAN BEINGS AS BIG BAGS OF PROTOPLASM..................... 192
5.2.1.3 PENISES AS
PILE-DRIVERS.................................................. 193
5.2.1.4 CHILDHOOD PSYCHOPATHOLOGIES AS SKILL/IDENTITY SCARS
...
195
5.2.1.5 CHILDREN AS INVESTMENT
................................................
198
5.2.2 DELIBERATE METAPHORS WITH AN AFFECTIVE FUNCTION: THANATOS
AS THE DARK SIDE IN *STAR WARS*
................................................. 201
5.2.3 UNCLEAR CASES: NON-RECIPROCAL PEOPLE AS FREE RIDERS, MORE
MONEY ISSUES, AND OTHER
PATTERNS............................................. 203
5.3 FORMS AND FUNCTIONS OF DELIBERATE METAPHORS IN BIOLOGY
...............
208
5.3.1 BIOLOGISTS* WORK AS FRANKENSTEIN S W ORK
..................................
208
5.3.2 A CELL*S NUCLEAR PORES AS A
GATE
................................................
211
5.3.3 THE CELL AS A BLACK
BOX.............................................................. 213
5.4 FORMS AND FUNCTIONS OF DELIBERATE METAPHORS IN CHEMISTRY
...........
215
5.4.1 DELIBERATE METAPHORS WITH AN EXPLANATORY FUNCTION: THE
FLOW OF ELECTRONS IN REDOX REACTIONS AS THE
FLOW OF WATER IN A
WATERFALL...................................................................................
216
5.4.2 DELIBERATE METAPHORS WITH AN AFFECTIVE FUNCTION: AN
ELECTRON AS JAKE WHOM YOU VE BEEN FRIENDS WITH FOREVER
...........
219
5.5 SUMMARY OF THE FORMS AND FUNCTIONS OF DELIBERATE METAPHORS
ACROSS THREE DIFFERENT SUBJECTS
......................................................... 222
6 PHILOSOPHY: DELIBERATE (?) METAPHORS,
RECONTEXTUALIZATIONS, AND MIXED METAPHORS IN
NEGOTIATING THE CONCEPTS
M IN D
AND
S E L F
...........................
227
INTRODUCTION............................................................................................
227
6.1 CONTEXTUALIZING THE SELF LECTURE: DELIBERATE METAPHORS IN THE
HOMEWORK
READINGS..........................................................................
228
6.1.1 DELIBERATE METAPHORS, CONSTRUCTED SOURCE DOMAINS, AND
METAPHORICAL SCENARIOS: SEARLE*S ACADEMIC PAPER *MINDS,
BRAINS, AND PROGRAMS*
.............................................................. 229
6.1.1.1 THE CHINESE ROOM THOUGHT EXPERIMENT
......................
231
6.1.1.2 THE STOMACH EXAMPLE
................................................
243
6.1.2 RECONTEXTUALIZING DELIBERATE METAPHORS IN WRITTEN
ACADEMIC DISCOURSE: HOFSTADTER AND DENNETT*S ADAPTIONS
AND EXTENSIONS OF SEARLE*S ANALOGIES
.......................................
247
6.1.2.1 THE CONCEPT OF RECONTEXTUALIZATION AND ITS
USEFULNESS IN METAPHOR STUDIES
...................................
247
6.1.2.2 ANALYSIS OF RECONTEXTUALIZED METAPHORS IN
HOFSTADTER AND DENNETT*S REFLECTIONS ON SEARLE*S PAPER 249
6.1.3
SUMMARY.................................................................................
252
6.2 DELIBERATE METAPHOR USE AND RECONTEXTUALIZATION IN THE SELF
LECTURE..............................................................................................
253
6.2.1 RECONTEXTUALIZATIONS OF SEARLE*S METAPHORS IN THE SELF LECTURE .
254
6.2.2 RECONTEXTUALIZATIONS OF HOFSTADTER AND DENNETT*S
METAPHORS IN THE SELF LECTURE
...................................................
263
6.2.3
SUMMARY.................................................................................
270
6.3 INTERTEXTUALITY, (NON-) DELIBERATE METAPHORS, AND MIXED
METAPHORS: COMPARING THE SELF LECTURE TO A PHILOSOPHY LECTURE
ABOUT THE MOVIE *BLADE RUNNER*
.....................................................
271
6.3.1 CONTEXTUALIZING THE BLADE RUNNER
LECTURE................................ 272
6.3.2 DELIBERATE METAPHOR USE IN THE BLADE RUNNER LECTURE
..............
273
6.3.3 MIXED METAPHORS, NON-DELIBERATE METAPHORS, AND
BORDERLINE CASES: MORE ON COMMUNICATING AND NEGOTIATING
KNOWLEDGE IN THE BLADE RUNNER LECTURE
...................................
277
6.3.3.1 DELIBERATE OR NON-DELIBERATE METAPHORS? THE
BORDERLINE CASE OF THE
PROJECT ONTO METAPHOR............... 277
6.3.3.2 MIXED METAPHORS: COMMUNICATING CONFLICTING
ASPECTS OF THE CONCEPT
H U M A N N E S S
/
H U M A N I T Y
WITH
THE METAPHORS PROJECT ONTO, TOOL AND STRIP OFF............... 281
6.3.3.3 NON-DELIBERATE METAPHORS AND THEIR COMMUNICATIVE
FUNCTION IN THE BLADE RUNNER LECTURE: THE ANTONYMS
INNER (LIFE) AND EXTERNAL (BEHAVIORS)
............................
286
6.3.4
SUMMARY.................................................................................
288
7 BIOLOGY: THE ROLE OF METAPHORS IN COMMUNICATING
KNOWLEDGE ABOUT DNA TRANSCRIPTION AND TRANSLATION
IN FOUR MOLECULAR BIOLOGY LECTURES AND AN ARTICLE
.........
289
INTRODUCTION............................................................................................
289
7.1 RESEARCH ON METAPHOR IN (NATURAL) SCIENCE TEACHING AND SCIENCE
POPULARIZATION
.................................................................................
290
7.2 CHARACTERISTICS OF THE BIOLOGY
LECTURES............................................ 296
7.3 A TWO-STEP METHOD FOR THE METAPHOR ANALYSIS OF THE BIOLOGY
LECTURES.............................................................................................
302
7.4 DISCUSSION OF THE METAPHORS USED IN THE BIOLOGY LECTURES
.............
308
7.4.1
R
O P E
METAPHORS
........................................................................
308
7.4.2
L
A N G U A G E
METAPHORS................................................................309
7.4.3
G
E O G R A P H I C A L
R E G I O N
METAPHORS............................................313
7.4.4
B
U I L D I N G
/
S T R U C T U R E
METAPHORS............................................. 316
7.4.5
M
A C H I N E
METAPHORS................................................................
318
7.4.6
P
E R S O N
METAPHORS...................................................................
326
7.5 SUMMARY OF THE ROLE OF METAPHOR IN KNOWLEDGE COMMUNICATION
IN BIOLOGY LECTURES: METAPHORICAL AND DELIBERATE TO WHOM?
CONSIDERING TECHNICAL TERMS AND LEVEL OF
EXPERTISE......................... 340
8 CHEMISTRY: THE ROLE OF METAPHORS IN COMMUNICATING
KNOWLEDGE ABOUT ELECTROCHEMISTRY AND NUCLEAR
CHEMISTRY IN FOUR LECTURES
........................................................ 343
INTRODUCTION............................................................................................
343
8.1 CHARACTERISTICS OF THE CHEMISTRY LECTURES
........................................
344
8.2 METHODOLOGICAL ADJUSTMENTS FOR THE ANALYSIS OF THE GENERAL
CHEMISTRY LECTURES
..........................................................................
346
8.3 DISCUSSION OF THE METAPHORS USED IN THE CHEMISTRY LECTURES..........
347
8.3.1 METAPHORS THAT OCCUR IN ALL FOUR CHEMISTRY LECTURES
...............
348
8.3.2 ELECTROCHEMISTRY VS. NUCLEAR CHEMISTRY: DISTINCT METAPHOR
PATTERNS OF TWO DIFFERENT SUB-FIELDS OF CHEMISTRY?
...................
350
8.3.2.
1
A
TTACK
AND
CONTAINER
METAPHORS IN NUCLEAR
CHEM ISTRY
....................................................................
351
8.3.2.2 C
ONTAINER
METAPHORS REVISITED: EXPLAINING THE
COMPOSITE NATURE OF SUBATOMIC PARTICLES IN NUCLEAR
CHEM
ISTRY............................................................................
353
8.3.2.3 METAPHORS SHARED BY THE ELECTROCHEMISTRY LECTURES
...
363
8.3.3 METAPHOR PROFILES OF THE INDIVIDUAL ELECTROCHEMISTRY
LECTU
RES.............................................................................................
365
8.3.3.1 METAPHOR PROFILE OF CHEML: INTRODUCING THE
GALVANIC CELL
...............................................................
366
8.3.3.2 METAPHOR PROFILE OF CHEM2: HUNGRY, ANGRY, AND
PLEASED
CHEMICAL ELEM ENTS
...............................................
372
8.3.3.3 METAPHOR PROFILE OF CHEM3: NOTHING BUT DEAD
BATTERIES
..............................................................................
376
8.4 SUMMARY OF THE ROLE OF METAPHOR IN KNOWLEDGE COMMUNICATION
IN CHEMISTRY LECTURES: DISTINCT METAPHOR PROFILES WHICH REFLECT
THE COMMUNICATIVE NEEDS OF EACH INDIVIDUAL LECTURE
......................
377
9 SUMMARY AND CONCLUSION: THE VALUE OF ANALYZING
DELIBERATE METAPHORS IN KNOWLEDGE COMMUNICATION -
AND SOME LIMITATIONS
..................................................................
381
9.1 THE VALUE OF ANALYZING DELIBERATE METAPHORS IN THE
COMMUNICATION OF KNOWLEDGE IN ACADEMIC DISCOURSE
.....................
383
9.2 PROBLEMS IN DISTINGUISHING DELIBERATE FROM NON-DELIBERATE
METAPHORS AND COMMUNICATIVE FUNCTIONS OF NON-DELIBERATE
METAPHORS........................................................................................
387
APPENDIX
.............................................................................................
391
LIST OF
FIGURES........................................................................
431
LIST OF TABLES
........................................................................................
433
REFERENCES
437
|
| adam_txt |
CONTENTS
LIST OF ABBREVIATIONS
.
15
1
INTRODUCTION.
17
2 THEORETICAL FRAMEWORK: APPROACHES TO METAPHOR
AND ITS STUDY
.
25
INTRODUCTION.
25
2.1 CONCEPTUAL METAPHOR THEORY - AN
OVERVIEW.27
2.1.1 THE MAIN
TENETS.
28
2.1.2 CRITICISM AND THE NEXT GENERATIONS OF METAPHOR RESEARCH
.
35
2.2 STEEN*S THREE-DIMENSIONAL MODEL OF METAPHOR
.
42
2.2.1 THE DIMENSION OF LANGUAGE: *INDIRECT* VERSUS *DIRECT*
METAPHORS.45
2.2.2 THE DIMENSION OF THOUGHT: CONVENTIONAL VERSUS NOVEL
METAPHORS.47
2.2.3 THE DIMENSION OF COMMUNICATION: *NON-DELIBERATE* VERSUS
*DELIBERATE* METAPHORS
.
49
2.3 STUDIES OF METAPHOR IN ACADEMIC DISCOURSE
.
57
2.3.1 ACADEMIC ARTICLES AND TEXTBOOKS
.
57
2.3.2
LECTURES.
63
3 LANGUAGE DATA AND METHODOLOGICAL CONSIDERATIONS
.
69
INTRODUCTION.
69
3.1 CORPORA AND DATA
COLLECTION.69
3.1.1
LECTURES.
71
3.1.2 SUPPLEMENTARY TEXTS: TEXTBOOK CHAPTERS AND ACADEMIC
ARTICLES
.
75
3.2 METHODOLOGICAL CONSIDERATIONS
.
76
3.2.1 PROCEDURES FOR IDENTIFYING METAPHOR IN LANGUAGE
.
77
3.2.1.1 MIP
.
77
3.2.1.2 MIPVU
.
79
3.2.1.2.1 DESCRIPTION
. 80
3.2.1.2.2 DISCUSSION
.
83
3.2.2 THE PROCESS OF ESTABLISHING A METHOD FOR METAPHOR
ANALYSIS IN SPOKEN ACADEMIC DISCOURSE: A CASE STUDY OF SIX
PSYCHOLOGY LECTURES
.
87
3.2.2.1 TESTING MIPVU
.
88
3.2.2.2 SUPPLEMENTING MIPVU: FURTHER METHODS FOR ANALYSES 95
3.2.2.2.1 ESTABLISHING DISCOURSE UNITS AND ANALYZING
METAPHOR FREQUENCY WITH RESPECT TO
*ABSTRACTNESS* OF DISCOURSE . 95
3.2.2.2.2 IDENTIFYING DELIBERATE METAPHORS AND
TOPICAL STRUCTURE
.
104
3.2.3 METHOD FOR METAPHOR ANALYSIS IN THE 17 LECTURES THAT WERE
NOT PART OF THE CASE
STUDY. 112
3.2.4 IDENTIFYING DELIBERATE METAPHOR
.
117
3.3
SUMMARY.
126
4 SOCIAL PSYCHOLOGY: THE ROLE OF DELIBERATE METAPHOR IN
COMMUNICATING KNOWLEDGE ACROSS TWO DIFFERENT GENRES
OF ACADEMIC DISCOURSE
. 129
INTRODUCTION.
129
4.1 GENRE AND REGISTER IN ACADEMIC DISCOURSE: TEXTBOOKS, LECTURES,
AND THE NOTION OF INTERTEXTUALITY
.
130
4.1.1 DEFINING
GENRE AND REGISTER
.
131
4.1.2 GENRE AND REGISTER OF THE TWO TEXTBOOK CHAPTERS AND THE
FOUR LECTURES IN SOCIAL
PSYCHOLOGY. 132
4.1.3 THE LECTURES* INTERTEXTUALITY
.
133
4.2 METAPHORS FOR AGGRESSION IN SOCIAL PSYCHOLOGY: A COMPARISON
OF A TEXTBOOK CHAPTER AND TWO LECTURES
.
134
4.2.1 METHOD
.
135
4.2.2 RESULTS
.
137
4.2.3 D ISCUSSION
.
139
4.2.3.1 CONCEPTUAL METAPHORS FOR AGGRESSION REALIZED IN
BOTH TEXTBOOK CHAPTER AND LECTURES
.
139
4.2.3.2 PERSONAL PREFERENCES AND
INTERTEXTUALITY: DIFFERENCES IN THE USE OF
AGGRESSION IS PRESSURIZED LIQUID IN A CONTAINER
AND
AGGRESSION IS LOSING A BATTLE BETWEEN TWO
COMPETING INSTINCTS
.
141
4.2.3.3 THE REGISTER VARIABLES TENOR AND MODE AS POSSIBLE
CAUSES FOR METAPHOR VARIATION.
150
4.2.4
SUMMARY.
153
4.3 DELIBERATE METAPHORS FOR LOVE, LIKING, AND RELATIONSHIPS IN
SOCIAL PSYCHOLOGY: A COMPARISON OF A TEXTBOOK CHAPTER AND TWO
LECTU
RES.
154
4.3.1 METHOD
.
154
4.3.2 RESULTS
.
157
4.3.3 D
ISCUSSION.
159
4.3.3.1 L
OVE
IS
A
BUSINESS
TRANSACTION
: COMMUNICATING
AN ACADEMIC THEORY OF INTERPERSONAL ATTRACTION. 159
4.3.3.2 DELIBERATE METAPHORS THAT ONLY OCCUR IN THE
TEXTBOOK CHAPTER: LINGUISTIC REALIZATIONS OF THE
CONCEPTUAL METAPHORS
LOVE
IS
HEAT
,
LOVE
IS
FIRE
,
AND
LOVE
IS
A
D R U G
. 167
4.3.4
SUMMARY.
175
4.4 SUMMARY OF THE ROLE OF DELIBERATE METAPHOR IN COMMUNICATING
KNOWLEDGE ACROSS TWO DIFFERENT G EN
RES. 176
5 DELIBERATE METAPHORS ACROSS THREE DIFFERENT
DISCIPLINES: FORMS AND FUNCTIONS
. 181
INTRODUCTION.
181
5.1 FUNCTIONS O F
METAPHORS.
182
5.2 FORMS AND FUNCTIONS OF DELIBERATE METAPHORS IN PSYCH OLOGY
.
187
5.2.1 DELIBERATE METAPHORS WITH AN EXPLANATORY FUNCTION
.
187
5.2.1.1 SPERM TYPES AS RACEHORSES, KAMIKAZE SPERM, AND
OFFENSIVE
LINEMEN. 188
5.2.1.2 HUMAN BEINGS AS BIG BAGS OF PROTOPLASM. 192
5.2.1.3 PENISES AS
PILE-DRIVERS. 193
5.2.1.4 CHILDHOOD PSYCHOPATHOLOGIES AS SKILL/IDENTITY SCARS
.
195
5.2.1.5 CHILDREN AS INVESTMENT
.
198
5.2.2 DELIBERATE METAPHORS WITH AN AFFECTIVE FUNCTION: THANATOS
AS THE DARK SIDE IN *STAR WARS*
. 201
5.2.3 UNCLEAR CASES: NON-RECIPROCAL PEOPLE AS FREE RIDERS, MORE
MONEY ISSUES, AND OTHER
PATTERNS. 203
5.3 FORMS AND FUNCTIONS OF DELIBERATE METAPHORS IN BIOLOGY
.
208
5.3.1 BIOLOGISTS* WORK AS FRANKENSTEIN'S W ORK
.
208
5.3.2 A CELL*S NUCLEAR PORES AS A
GATE
.
211
5.3.3 THE CELL AS A BLACK
BOX. 213
5.4 FORMS AND FUNCTIONS OF DELIBERATE METAPHORS IN CHEMISTRY
.
215
5.4.1 DELIBERATE METAPHORS WITH AN EXPLANATORY FUNCTION: THE
FLOW OF ELECTRONS IN REDOX REACTIONS AS THE
FLOW OF WATER IN A
WATERFALL.
216
5.4.2 DELIBERATE METAPHORS WITH AN AFFECTIVE FUNCTION: AN
ELECTRON AS JAKE WHOM YOU'VE BEEN FRIENDS WITH FOREVER
.
219
5.5 SUMMARY OF THE FORMS AND FUNCTIONS OF DELIBERATE METAPHORS
ACROSS THREE DIFFERENT SUBJECTS
. 222
6 PHILOSOPHY: DELIBERATE (?) METAPHORS,
RECONTEXTUALIZATIONS, AND MIXED METAPHORS IN
NEGOTIATING THE CONCEPTS
M IN D
AND
S E L F
.
227
INTRODUCTION.
227
6.1 CONTEXTUALIZING THE SELF LECTURE: DELIBERATE METAPHORS IN THE
HOMEWORK
READINGS.
228
6.1.1 DELIBERATE METAPHORS, CONSTRUCTED SOURCE DOMAINS, AND
METAPHORICAL SCENARIOS: SEARLE*S ACADEMIC PAPER *MINDS,
BRAINS, AND PROGRAMS*
. 229
6.1.1.1 THE CHINESE ROOM THOUGHT EXPERIMENT
.
231
6.1.1.2 THE STOMACH EXAMPLE
.
243
6.1.2 RECONTEXTUALIZING DELIBERATE METAPHORS IN WRITTEN
ACADEMIC DISCOURSE: HOFSTADTER AND DENNETT*S ADAPTIONS
AND EXTENSIONS OF SEARLE*S ANALOGIES
.
247
6.1.2.1 THE CONCEPT OF RECONTEXTUALIZATION AND ITS
USEFULNESS IN METAPHOR STUDIES
.
247
6.1.2.2 ANALYSIS OF RECONTEXTUALIZED METAPHORS IN
HOFSTADTER AND DENNETT*S REFLECTIONS ON SEARLE*S PAPER 249
6.1.3
SUMMARY.
252
6.2 DELIBERATE METAPHOR USE AND RECONTEXTUALIZATION IN THE SELF
LECTURE.
253
6.2.1 RECONTEXTUALIZATIONS OF SEARLE*S METAPHORS IN THE SELF LECTURE .
254
6.2.2 RECONTEXTUALIZATIONS OF HOFSTADTER AND DENNETT*S
METAPHORS IN THE SELF LECTURE
.
263
6.2.3
SUMMARY.
270
6.3 INTERTEXTUALITY, (NON-) DELIBERATE METAPHORS, AND MIXED
METAPHORS: COMPARING THE SELF LECTURE TO A PHILOSOPHY LECTURE
ABOUT THE MOVIE *BLADE RUNNER*
.
271
6.3.1 CONTEXTUALIZING THE BLADE RUNNER
LECTURE. 272
6.3.2 DELIBERATE METAPHOR USE IN THE BLADE RUNNER LECTURE
.
273
6.3.3 MIXED METAPHORS, NON-DELIBERATE METAPHORS, AND
BORDERLINE CASES: MORE ON COMMUNICATING AND NEGOTIATING
KNOWLEDGE IN THE BLADE RUNNER LECTURE
.
277
6.3.3.1 DELIBERATE OR NON-DELIBERATE METAPHORS? THE
BORDERLINE CASE OF THE
PROJECT ONTO METAPHOR. 277
6.3.3.2 MIXED METAPHORS: COMMUNICATING CONFLICTING
ASPECTS OF THE CONCEPT
H U M A N N E S S
/
H U M A N I T Y
WITH
THE METAPHORS PROJECT ONTO, TOOL AND STRIP OFF. 281
6.3.3.3 NON-DELIBERATE METAPHORS AND THEIR COMMUNICATIVE
FUNCTION IN THE BLADE RUNNER LECTURE: THE ANTONYMS
INNER (LIFE) AND EXTERNAL (BEHAVIORS)
.
286
6.3.4
SUMMARY.
288
7 BIOLOGY: THE ROLE OF METAPHORS IN COMMUNICATING
KNOWLEDGE ABOUT DNA TRANSCRIPTION AND TRANSLATION
IN FOUR MOLECULAR BIOLOGY LECTURES AND AN ARTICLE
.
289
INTRODUCTION.
289
7.1 RESEARCH ON METAPHOR IN (NATURAL) SCIENCE TEACHING AND SCIENCE
POPULARIZATION
.
290
7.2 CHARACTERISTICS OF THE BIOLOGY
LECTURES. 296
7.3 A TWO-STEP METHOD FOR THE METAPHOR ANALYSIS OF THE BIOLOGY
LECTURES.
302
7.4 DISCUSSION OF THE METAPHORS USED IN THE BIOLOGY LECTURES
.
308
7.4.1
R
O P E
METAPHORS
.
308
7.4.2
L
A N G U A G E
METAPHORS.309
7.4.3
G
E O G R A P H I C A L
R E G I O N
METAPHORS.313
7.4.4
B
U I L D I N G
/
S T R U C T U R E
METAPHORS. 316
7.4.5
M
A C H I N E
METAPHORS.
318
7.4.6
P
E R S O N
METAPHORS.
326
7.5 SUMMARY OF THE ROLE OF METAPHOR IN KNOWLEDGE COMMUNICATION
IN BIOLOGY LECTURES: METAPHORICAL AND DELIBERATE TO WHOM?
CONSIDERING TECHNICAL TERMS AND LEVEL OF
EXPERTISE. 340
8 CHEMISTRY: THE ROLE OF METAPHORS IN COMMUNICATING
KNOWLEDGE ABOUT ELECTROCHEMISTRY AND NUCLEAR
CHEMISTRY IN FOUR LECTURES
. 343
INTRODUCTION.
343
8.1 CHARACTERISTICS OF THE CHEMISTRY LECTURES
.
344
8.2 METHODOLOGICAL ADJUSTMENTS FOR THE ANALYSIS OF THE GENERAL
CHEMISTRY LECTURES
.
346
8.3 DISCUSSION OF THE METAPHORS USED IN THE CHEMISTRY LECTURES.
347
8.3.1 METAPHORS THAT OCCUR IN ALL FOUR CHEMISTRY LECTURES
.
348
8.3.2 ELECTROCHEMISTRY VS. NUCLEAR CHEMISTRY: DISTINCT METAPHOR
PATTERNS OF TWO DIFFERENT SUB-FIELDS OF CHEMISTRY?
.
350
8.3.2.
1
A
TTACK
AND
CONTAINER
METAPHORS IN NUCLEAR
CHEM ISTRY
.
351
8.3.2.2 C
ONTAINER
METAPHORS REVISITED: EXPLAINING THE
COMPOSITE NATURE OF SUBATOMIC PARTICLES IN NUCLEAR
CHEM
ISTRY.
353
8.3.2.3 METAPHORS SHARED BY THE ELECTROCHEMISTRY LECTURES
.
363
8.3.3 METAPHOR PROFILES OF THE INDIVIDUAL ELECTROCHEMISTRY
LECTU
RES.
365
8.3.3.1 METAPHOR PROFILE OF CHEML: INTRODUCING THE
GALVANIC CELL
.
366
8.3.3.2 METAPHOR PROFILE OF CHEM2: HUNGRY, ANGRY, AND
PLEASED
CHEMICAL ELEM ENTS
.
372
8.3.3.3 METAPHOR PROFILE OF CHEM3: NOTHING BUT DEAD
BATTERIES
.
376
8.4 SUMMARY OF THE ROLE OF METAPHOR IN KNOWLEDGE COMMUNICATION
IN CHEMISTRY LECTURES: DISTINCT METAPHOR PROFILES WHICH REFLECT
THE COMMUNICATIVE NEEDS OF EACH INDIVIDUAL LECTURE
.
377
9 SUMMARY AND CONCLUSION: THE VALUE OF ANALYZING
DELIBERATE METAPHORS IN KNOWLEDGE COMMUNICATION -
AND SOME LIMITATIONS
.
381
9.1 THE VALUE OF ANALYZING DELIBERATE METAPHORS IN THE
COMMUNICATION OF KNOWLEDGE IN ACADEMIC DISCOURSE
.
383
9.2 PROBLEMS IN DISTINGUISHING DELIBERATE FROM NON-DELIBERATE
METAPHORS AND COMMUNICATIVE FUNCTIONS OF NON-DELIBERATE
METAPHORS.
387
APPENDIX
.
391
LIST OF
FIGURES.
431
LIST OF TABLES
.
433
REFERENCES
437 |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Beger, Anke 1983- |
| author_GND | (DE-588)1199980099 |
| author_facet | Beger, Anke 1983- |
| author_role | aut |
| author_sort | Beger, Anke 1983- |
| author_variant | a b ab |
| building | Verbundindex |
| bvnumber | BV046770067 |
| ctrlnum | (OCoLC)1164656208 (DE-599)DNB1195631723 |
| dewey-full | 420.141 |
| dewey-hundreds | 400 - Language |
| dewey-ones | 420 - English & Old English (Anglo-Saxon) |
| dewey-raw | 420.141 |
| dewey-search | 420.141 |
| dewey-sort | 3420.141 |
| dewey-tens | 420 - English & Old English (Anglo-Saxon) |
| discipline | Pädagogik Anglistik / Amerikanistik |
| discipline_str_mv | Pädagogik Anglistik / Amerikanistik |
| format | Thesis Book |
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| genre_facet | Hochschulschrift |
| geographic | USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV046770067 |
| illustrated | Illustrated |
| index_date | 2024-07-03T14:46:35Z |
| indexdate | 2024-07-10T08:53:19Z |
| institution | BVB |
| institution_GND | (DE-588)1065711506 |
| isbn | 9783631779989 3631779984 |
| language | English |
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| owner_facet | DE-12 |
| physical | 452 Seiten Illustrationen 22 cm, 651 g |
| publishDate | 2019 |
| publishDateSearch | 2019 |
| publishDateSort | 2019 |
| publisher | Peter Lang |
| record_format | marc |
| series | Duisburger Arbeiten zur Sprach- und Kulturwissenschaft |
| series2 | Duisburger Arbeiten zur Sprach- und Kulturwissenschaft |
| spelling | Beger, Anke 1983- Verfasser (DE-588)1199980099 aut The role of (deliberate) metaphor in communicating knowledge in academic discourse an analysis of college lectures from different disciplines Anke Beger Berlin ; Bern ; Bruxelles Peter Lang [2019] © 2019 452 Seiten Illustrationen 22 cm, 651 g txt rdacontent n rdamedia nc rdacarrier Duisburger Arbeiten zur Sprach- und Kulturwissenschaft volume 125 Dissertation Universität Flensburg 2018 revised version Diskursanalyse (DE-588)4194747-2 gnd rswk-swf Vorlesung (DE-588)4117405-7 gnd rswk-swf Metapher (DE-588)4038935-2 gnd rswk-swf 1\p Metaphor (DLC)sh85084283 lcsh USA (DE-588)4078704-7 gnd rswk-swf Academic Analysis Anke Beger College Communicating conceptual metaphor Deliberate Different Disciplines Discourse empirical investigation from Knowledge Lectures Martin Metaphor metaphor analysis Michael natural sciences Pütz qualitative analysis Role Rücker social sciences (DE-588)4113937-9 Hochschulschrift gnd-content USA (DE-588)4078704-7 g Vorlesung (DE-588)4117405-7 s Metapher (DE-588)4038935-2 s Diskursanalyse (DE-588)4194747-2 s DE-604 Peter Lang GmbH (DE-588)1065711506 pbl Erscheint auch als Online-Ausgabe, PDF 978-3-631-80208-3 Erscheint auch als Online-Ausgabe, EPUB 978-3-631-80209-0 Erscheint auch als Online-Ausgabe, MOBI 978-3-631-80210-6 Duisburger Arbeiten zur Sprach- und Kulturwissenschaft volume 125 (DE-604)BV002240029 125 X:MVB text/html http://deposit.dnb.de/cgi-bin/dokserv?id=8f26706adcce4c53986036a4a7f22aef&prov=M&dok_var=1&dok_ext=htm Inhaltstext X:MVB https://www.peterlang.com/view/product/92134?format=HC B:DE-101 application/pdf https://d-nb.info/1195631723/04 Inhaltsverzeichnis DNB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032179495&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p maschinell gebildet 0,07143 20200309 DE-101 |
| spellingShingle | Beger, Anke 1983- The role of (deliberate) metaphor in communicating knowledge in academic discourse an analysis of college lectures from different disciplines Duisburger Arbeiten zur Sprach- und Kulturwissenschaft Diskursanalyse (DE-588)4194747-2 gnd Vorlesung (DE-588)4117405-7 gnd Metapher (DE-588)4038935-2 gnd 1\p Metaphor (DLC)sh85084283 lcsh |
| subject_GND | (DE-588)4194747-2 (DE-588)4117405-7 (DE-588)4038935-2 (DLC)sh85084283 (DE-588)4078704-7 (DE-588)4113937-9 |
| title | The role of (deliberate) metaphor in communicating knowledge in academic discourse an analysis of college lectures from different disciplines |
| title_auth | The role of (deliberate) metaphor in communicating knowledge in academic discourse an analysis of college lectures from different disciplines |
| title_exact_search | The role of (deliberate) metaphor in communicating knowledge in academic discourse an analysis of college lectures from different disciplines |
| title_exact_search_txtP | The role of (deliberate) metaphor in communicating knowledge in academic discourse an analysis of college lectures from different disciplines |
| title_full | The role of (deliberate) metaphor in communicating knowledge in academic discourse an analysis of college lectures from different disciplines Anke Beger |
| title_fullStr | The role of (deliberate) metaphor in communicating knowledge in academic discourse an analysis of college lectures from different disciplines Anke Beger |
| title_full_unstemmed | The role of (deliberate) metaphor in communicating knowledge in academic discourse an analysis of college lectures from different disciplines Anke Beger |
| title_short | The role of (deliberate) metaphor in communicating knowledge in academic discourse |
| title_sort | the role of deliberate metaphor in communicating knowledge in academic discourse an analysis of college lectures from different disciplines |
| title_sub | an analysis of college lectures from different disciplines |
| topic | Diskursanalyse (DE-588)4194747-2 gnd Vorlesung (DE-588)4117405-7 gnd Metapher (DE-588)4038935-2 gnd 1\p Metaphor (DLC)sh85084283 lcsh |
| topic_facet | Diskursanalyse Vorlesung Metapher Metaphor USA Hochschulschrift |
| url | http://deposit.dnb.de/cgi-bin/dokserv?id=8f26706adcce4c53986036a4a7f22aef&prov=M&dok_var=1&dok_ext=htm https://www.peterlang.com/view/product/92134?format=HC https://d-nb.info/1195631723/04 http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032179495&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV002240029 |
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