Abstract One of the ways for a speaker to make sense of an object or event in the real world is to make use of iconicity between two things. Through iconic metaphorical extensions, the speaker connects the object or event to something else. In this study, I consider how speakers form concepts through iconic metaphorical extensions, examining how they metaphorically extend one concept to another. I suggest that all speakers use the same ways of forming metaphorical extensions and control metaphorical extensions according to their intentions and contexts. Using basic and simple shapes (e.g. 0) and their related metaphorical expressions (e.g. `a circular argument'), I discuss the role of iconicity in metaphorical understanding, the relationship between concept and language, and metaphorical extensions as tools of concept formation. I conduct descriptive investigations using dictionaries and compare related senses for particular basic shapes between English and Japanese, looking at their polysemous networks and historical changes. Using questionnaires, interviews and tasks with native speakers of English and Japanese, I conduct experimental investigations to examine the speakers' associations in relation to basic shapes and the degree of iconicity in metaphorical extensions. This study suggests that concepts, although probably stored in the mental space, are recreated every time they occur. Concept formation through iconic metaphorical extensions must be dynamic because it is based on 'extensions' of existing concepts, and must be universal to all speakers because metaphorical extensions are among the most basic mental activities of human beings. I propose dynamic and universal models which represent the way in which a speaker forms concepts, connecting a linguistic form and a mental picture and controlling iconic metaphorical extensions. These models contribute to understanding both similarities and differences in use of metaphorical extensions between English and Japanese.

Abstract One of the ways for a speaker to make sense of an object or event in the real world is to make use of iconicity between two things. Through iconic metaphorical extensions, the speaker connects the object or event to something else. In this study, I consider how speakers form concepts through iconic metaphorical extensions, examining how they metaphorically extend one concept to another. I suggest that all speakers use the same ways of forming metaphorical extensions and control metaphorical extensions according to their intentions and contexts. Using basic and simple shapes (e.g. 0) and their related metaphorical expressions (e.g. `a circular argument'), I discuss the role of iconicity in metaphorical understanding, the relationship between concept and language, and metaphorical extensions as tools of concept formation. I conduct descriptive investigations using dictionaries and compare related senses for particular basic shapes between English and Japanese, looking at their polysemous networks and historical changes. Using questionnaires, interviews and tasks with native speakers of English and Japanese, I conduct experimental investigations to examine the speakers' associations in relation to basic shapes and the degree of iconicity in metaphorical extensions. This study suggests that concepts, although probably stored in the mental space, are recreated every time they occur. Concept formation through iconic metaphorical extensions must be dynamic because it is based on 'extensions' of existing concepts, and must be universal to all speakers because metaphorical extensions are among the most basic mental activities of human beings. I propose dynamic and universal models which represent the way in which a speaker forms concepts, connecting a linguistic form and a mental picture and controlling iconic metaphorical extensions. These models contribute to understanding both similarities and differences in use of metaphorical extensions between English and Japanese.

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Résumé This diploma thesis under the title Posibilities of Cognitive Lingvistic Concept Methaphor has two goals. The first is describe teachers attitudes towards methaphor in literary education. The second is show a posibilities of new concept of methaphor. There are two parts of thesis: theoretical and practical. The first part defines methapor as linguistic, literary and cognitive phenomenon. I also deal with a way how cognitive lingvistic concept of methaphor improves a process of education and how it interconnects the lessons of literature and Czech language. The second part of thesis is based on a research of results. I describe a general approaches of teachers toward methaphor during an interpretation of poetic text. I compared these approaches with an inovative education model. Finally I made a few suggestions of new approach to educational process in literary education

Thesis (M.A.)--Trinity Evangelical Divinity School, 2007. / Includes bibliographical references (leaves 76-78).

Thesis (M.A.)--Trinity Evangelical Divinity School, 2007. / Includes bibliographical references (leaves 76-78).

Summary: This thesis builds on current research about image schema PATH in Czech language. After a theoretical introduction of the cognitive-linguistic theory of conceptual, or image schemas and about iconic and iconic-metaphorical (double) mapping of sign language existing theoretical and methodological knowledge is compared with language material that captures expressions schema PATH in the Czech sign language. For these purposes a corpus of signs of Czech sign language that make use of the schema of PATH was acquired. Analyzed signs are categorized by target areas (semantic circuits) and also according to the criteria of phonological structure. Key words: cognitive linguistics, Czech sign language, metaphor, iconic mapping, iconic-metaphoric (double) mapping, image schema, image schema PATH

This thesis is focused on the conceptualisation of emotions in Czech Sign Language with the emphasis on the linguistic conceptualisation of anger. At the beginning the author reveals basic theoretical issues of the cognitive linguistics of spoken and sign linguistics. Afterwards she presents some general facts about metaphor and metonymy in spoken and sign languages - with the main focus on the metaphorical-metonymic conceptualisation of anger - and shows metaphors and metonymies of anger in the English, Polish and Czech language. The core of the thesis consists of the linguistic research of anger in Czech Sign Language. The author identifies basic metaphors and metonymies of the concept of ANGER in Czech Sign Language within the empirically gained linguistic material. The gained data from all four languages are compared and presented in a table at the end of this paper. Key words: cognitive linguistics, emotions, conceptualisation of emotions, the concept of ANGER, Czech Sign Language, metaphor, metonymy, metaphorical mapping, iconic mapping, iconic-metaphorical mapping.