Made available in DSpace on 2015-05-14T12:43:18Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 4066363 bytes, checksum: 7e3dcc20bd5c6f7639399527d6cdab3f (MD5) Previous issue date: 2015-12-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work presents a description of the conceptual metaphors and metonymy recurrent in chronicles by Luis Fernando Verissimo, and the identification of possible inferences in understanding their metaphorical and metonymic linguistic expressions from the mental models. Therefore, we used as theoretical reference two theories: the Theory of Concept Metaphor and Metonymy (cf. Lakoff & Johnson, (1987, 2002 [1980], 2003 and others) and the Theory of Mental Models (cf. Van Dijk, (2012 [2008]). Our research, descriptive, consists of 31 chronicles present in the books Amor Veríssimo , Comédias da Vida Privada e Comédias da Vida Pública which show examples of situations we experience in two different and opposite contexts: private life and public life. First, we identified the metonymic and metaphorical linguistic expressions present in the texts. Then, we checked the metonymy and metaphor underlying these expressions. Finally, we investigated the possible inferences in understanding these linguistic expressions from the mental models. With the results, we confirmed our hypothesis that the updates of metaphors and metonymy portrayed in the investigated chronicles remit to mental models that lead to the understanding of the discursive aspects and hence the generation of the meaning of these chronicles. / Este trabalho apresenta uma descrição das metáforas e metonímias conceptuais recorrentes em crônicas de Luis Fernando Veríssimo, bem como a identificação das inferências possíveis na compreensão das respectivas expressões linguísticas metafóricas e metonímicas a partir dos modelos mentais. Para tanto, utilizamos como referencial teórico duas teorias: a Teoria da Metáfora e da Metonímia Conceptuais (cf. Lakoff & Johnson, (1987, 2002 [1980], 2003 e outros) e a Teoria dos Modelos Mentais (cf. Van Dijk, (2012 [2008]). Nossa pesquisa, de natureza descritiva, é constituída de 31 crônicas contidas nos livros Amor Veríssimo , Comédias da Vida Privada e Comédias da Vida Pública , que retratam exemplos de situações que vivenciamos em dois contextos distintos e opostos: a vida privada e a vida pública. Primeiramente, identificamos as expressões linguísticas metonímicas e metafóricas existentes nos textos. Em seguida, verificamos as metonímias e as metáforas subjacentes a essas expressões. Por fim, investigamos as possíveis inferências na compreensão dessas expressões linguísticas a partir dos modelos mentais. Com os resultados encontrados, confirmamos a nossa hipótese de que as atualizações de metáforas e metonímias conceptuais retratadas nas crônicas investigadas remetem a modelos mentais que levam à compreensão dos aspectos discursivos e, consequentemente, à geração do sentido dessas crônicas.

No form of philosophy is without literary style. This is not always appreciated and opponents of style within philosophy often seem to be unaware of the role of style. Arguments that style is bad, good, or that diversity of styles is good needs to be investigated so that the underlying presuppositions and the meaning of different literary styles becomes clear. This thesis examines three arguments for and against style within philosophy and the relevance of literary style for the philosophical method. I investigate what arguments and fundamental assumptions about language that underlies the judgments that literary style in philosophy is either 1.) bad, 2.) good or, 3.) both bad and good (a diversity position). An analysis of three different positions to the question of the relevance of style will be performed. The analysis focuses on the basic understandings of what language is and does and reveals the underlying presuppositions of the attitudes towards style in philosophy. Only then can the different positions and attitudes towards style be defended and examined in an interesting and relevant way. The debate about philosophical style often misses a significant point because many are unaware of the philosophical presuppositions behind the arguments, and the argumentation risks to be flawed in relation to this. Firstly, a presentation of three different attitudes towards the relevance of style to the philosophical method is outlined. The approaches are represented by a reading of philosophers who either describe the relevance of literary style as 1.) bad, or not important for the method, 2.) important/necessary for the method, or 3.) that diversity is good for philosophy. Secondly, I examine how these three approaches are affected by the underlying philosophy of language with a focus on theories of metaphor. Depending on how one believes that language is related to reality and ourselves, one will assess style as a more, or less, relevant and contributing aspect of the philosophical work and method. The analysis shows that metaphors and other literary stylistic tools might sometimes be necessary and mediate something that cannot be expressed in another way: language can never capture the full potential of reality.

SANTOS, Emerson Cristian Pereira. Metáforas conceituais baseadas em vida, morte e ressurreição e sua tradução para a Libras. 2016. 182f. - Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-Graduação em Estudos da Tradução, Fortaleza (CE), 2016. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-01-23T17:07:06Z No. of bitstreams: 1 2016_dis_ecpsantos.pdf: 3067021 bytes, checksum: 2a14a744da92038e345ec31cab039bdf (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-01-26T12:12:50Z (GMT) No. of bitstreams: 1 2016_dis_ecpsantos.pdf: 3067021 bytes, checksum: 2a14a744da92038e345ec31cab039bdf (MD5) / Made available in DSpace on 2017-01-26T12:12:50Z (GMT). No. of bitstreams: 1 2016_dis_ecpsantos.pdf: 3067021 bytes, checksum: 2a14a744da92038e345ec31cab039bdf (MD5) Previous issue date: 2016 / This research analyzes in which ways the conceptual metaphors based in “life”, “death” and “resurrection”, presents in the John`s Gospel of the Bible in Portuguese language, were translated into Brazilian Sign Language (Libras). Firstly, I do a mapping of the metaphors, and later on I check how the cognitive aspects underlying each one of them are structured, both in the source language as in the translation of them. In this regard, I use the postulates of the Theory of Conceptual Metaphor, designed by Lakoff and Johnson (2003), the postulates of Fauconnier and Turner (2002) about the conceptual blending and the postulates of Kövecses (2005, 2010) about the role of cultures upon their own conceptualizations. In order to explain some phenomena, specifically from translation, such as the new implicit information, I bring some discussion about some views of the Relevance Theory, from Sperber and Wilson (2001), whereby I also check in which ways the translator`s inferences keep or change the conceptual metaphors from a religious sensitive text in the Brazilian deaf culture. As it can be seen, the research upon this thesis connects the Translation Studies and the Cognitive Linguistics, and some of the results propose that the same embodied experience can generate distinct conceptual metaphors in two also distinct cultures. As I am analyzing the translation of the Bible as a sensitive text, some of the results also point to changes in the conceptual metaphors, due to the translation, may cause changes in the chains of significances related to the Christian symbols. / Este trabalho analisa de que forma as metáforas conceituais baseadas em “vida”, “morte” e “ressurreição”, presentes no evangelho de João da Bíblia em língua portuguesa, foram traduzidas para a Língua Brasileira de Sinais (LIBRAS). Primeiro eu faço um mapeamento das metáforas, e depois verifico como os aspectos cognitivos subjacentes a cada uma delas estão estruturados, tanto na língua-fonte quanto na tradução. Para isso, utilizo os pressupostos da Teoria da Metáfora Conceitual, de Lakoff e Johnson (2003), as proposições de Fauconnier e Turner (2002) sobre a mesclagem conceitual e o entendimento de Kövecses (2005, 2010) sobre o papel das culturas diante de suas próprias conceitualizações. Para explicar alguns fenômenos específicos da tradução, tais como as novas informações implícitas, trago para a discussão alguns entendimentos da Teoria da Relevância, de Sperber e Wilson (2001), por meio da qual eu verifico também de que forma as inferências do tradutor mantêm ou modificam as metáforas conceituais de um texto sensível religioso na cultura surda brasileira. Como pode ser percebido, a pesquisa desta dissertação conecta os Estudos da Tradução à Linguística Cognitiva, e alguns dos resultados sugerem que uma mesma experiência corporificada pode gerar metáforas conceituais distintas em duas culturas também distintas. Como estou analisando a tradução da Bíblia como texto sensível, alguns dos resultados também apontam que as mudanças nas metáforas conceituais, em virtude da tradução, podem acarretar mudanças na rede de significâncias envolvida com os símbolos cristãos.

Unga personer som lider av den kroniska sjukdomen fibromyalgi upplever att jämnåriga anhöriga ofta har svårt att förstå vad sjukdomen innebär och hur den påverkar vardagen för den som har det. I detta examensarbete i Informationsdesign undersöks hur berättartekniska och retoriska grepp kan användas i text och bild för att öka förståelsen för hur det är att leva med fibromyalgi. Denna studie består av en teoretisk del och en praktisk del. I den teoretiska delen presenteras teorier kopplade till retorik, berättarteknik och multimodalitet samt tidigare forskning inom berättarteknik. Här används även tre metoder: kvalitativa intervjuer, enkätundersökning och användartest på målgruppen. Den teoretiska delen lägger grunden för den praktiska delen där ett gestaltningsförslag av ett informationsmaterial presenteras. Denna studie har genom teorier och metoder kommit fram till att vissa retoriska stilfigurer och troper samt berättartekniska grepp i text och bild bör vara effektiva för att informera om fibromyalgi så att unga anhöriga förstår. Dessa är främst metaforer, liknelser, anaforen, direkt anföring och en talspråklig stil som förstärker känslan av personlighet. Detta utesluter dock inte att det finns fler troper, figurer och grepp som kan fungera väl i detta syfte, men dessa har inte undersökts i denna studie. / Young people suffering from the chronic illness fibromyalgia experience that peers in their proximity have a hard time understanding what the illness means, feels, and how it affects the everyday life. This thesis in Information Design explores how the use of narrative and rhetorical devices in text and pictures can raise the understanding of life with fibromyalgia. This thesis consists of one theoretical and one practical part. The theoretical part addresses theories concerning rhetoric, narrative and multimodality. Three methods are used in this part: qualitative interviews, a survey, and a user experience test performed on the target audience. The theoretical part works as a foundation for the practical part in which a design proposal of an informative material is presented. This thesis has concluded that narrative and some rhetorical devices are effective when informing young people about living with fibromyalgia. These rhetorical devices are metaphors, similes, anaphora. First and second person perspective, and a colloquial writing style that emphasizes the personality in a text are also shown to be effective. This does not exclude the effectiveness of other tropes, figures and devices, but they have not been part of this study.

Made available in DSpace on 2014-06-11T19:24:48Z (GMT). No. of bitstreams: 0 Previous issue date: 2005-03-31Bitstream added on 2014-06-13T19:26:05Z : No. of bitstreams: 1 bozelli_fc_me_bauru.pdf: 2084552 bytes, checksum: 78300e8834ebe9e5ef2a97749ae92d16 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / As relações entre linguagem e ensino de ciências têm sido objeto constante de pesquisa nos últimos anos, tendo se constituído numa promissora linha de investigação na área de Educação em Ciências. Dentre essas pesquisas, destacam-se os estudos sobre a utilização das analogias e metáforas enquanto recurso didático mediador entre os procesos de ensino e de aprendizagem. No caso específico da pesquisa em Ensino de Física, muitos dos pesquisadores têm mostrado interesse no levantamento de fenômenos físicos que podem ser comparados através do uso dessas figuras de linguagem. Entretanto, as condições de produção das analogias e/ou metáforas pelo professor ou pelo aluno são ainda pouco estudadas, e a partir desta constatação é que esta pesquisa foi desenhada. Com o intuito de avançar nos estudos nessa linha, procura-se aqui responder a questões do tipo: como as analogias e metáforas são utilizadas nas aulas de física? / The relation between language and science teaching has been a constant object of research in the last years, becoming a promising research line in Science Education. Among these researches, come up studies on the use of analogies and metaphors as mediator didatic resource between teaching and learning processes. In the specific case of the research in physics teaching, many of the researchers has showed interest in raising physical phenomena that can be compared through the use of these language figues. However, the analogies and/or metaphors production conditions by teachers or students are still little studied and that verification was important for the design of this research. Aiming to improve the studies in that way, we tried here to answer questions like: hos are analogies and metaphors used in physics classes?

Submitted by (lucia.rodrigues@ufrpe.br) on 2016-11-08T13:02:43Z No. of bitstreams: 1 Janaina Rodrigues da Silva.pdf: 1872104 bytes, checksum: 431b7b8583753aa995b3ae518e125d06 (MD5) / Made available in DSpace on 2016-11-08T13:02:43Z (GMT). No. of bitstreams: 1 Janaina Rodrigues da Silva.pdf: 1872104 bytes, checksum: 431b7b8583753aa995b3ae518e125d06 (MD5) Previous issue date: 2008-11-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The words analogies and metaphors etimologically mean the relationship of similarity between things and change of meaning from the proper to the figurative. They have been utilised on a day to day basis, in the evolution of Science and as teaching tools to facilitate communication. Given this pressuposition, the objective of this paper is to analyse the use of analogies and metaphors in the process of constructing knowledge regarding the scientific concept of chemical bonds. To this end three Chemistry teachers from the state public system had their classes monitored. They were also interviewed and had to answer a questionary. The results showed that among the teachers being monitored one made use of analogies while the other two used analogies and metaphors. The use of analogies and metaphors by the teachers being monitored was spontaneous and without definite planning. We also observed that the use of analogies and metaphors as teaching tools was less frequent. This fact may be due to the absence of planning as well as of discussions that may increase the use of analogies and metaphors as teaching tools in such a way that they can be a part of the process of teaching and learning. / Analogias e metáforas, que etimologicamente significam relações de semelhança entre coisas e transposição do sentido próprio ao figurado, têm sido utilizadas no cotidiano, na evolução da Ciência e como ferramentas didáticas, com o intuito de facilitar na comunicação. Diante do presente pressuposto, o objetivo deste trabalho foi analisar a utilização de analogias e metáforas na construção do conhecimento sobre o conceito científico de ligações químicas. Para tanto, foram considerados três professores de Química da rede pública estadual, que tiveram suas aulas observadas, responderam a um questionário e a uma entrevista. Os resultados mostraram que dos professores investigados, um fez uso das analogias, enquanto que dois aplicaram as mesmas e as metáforas. Dessa forma, os professores empregaram as analogias e metáforas de modo espontâneo sem que houvesse planejamento definido. Vimos ser ainda pouco freqüente o uso das mesmas como ferramentas didáticas, talvez pela ausência de planejamento e de discussões que possam permeá-las como recurso didático de modo a subsidiar no processo de ensino-aprendizagem.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Este estudo propÃe a aplicaÃÃo dos princÃpios da Teoria da MetÃfora Conceitual (TMC), preconizada por Lakoff e Johnson, ao ensino/aprendizagem de inglÃs como lÃngua estrangeira (LE), mais especificamente ao ensino/aprendizagem de verbos de duas ou mais palavras, comumente chamados de phrasal verbs. Analisa a relaÃÃo entre metÃfora conceitual e cogniÃÃo, particularmente entre as metÃforas conceituais relacionadas Ãs partÃculas up e down, foco principal deste trabalho, e procura explicar de que maneira essa relaÃÃo pode influenciar nossa linguagem e a maneira como compreendemos e utilizamos esse tipo de verbo. Revisa e explora os sentidos dessas partÃculas com o objetivo de estabelecer a relaÃÃo entre metÃfora conceitual e o significado de verbos de duas ou mais palavras. Utiliza a pesquisa experimental como mÃtodo investigativo. Assim, a fim de possibilitar uma anÃlise mais abrangente dos dados, faz uso de uma abordagem mista que inclui um prà e um pÃs-teste, instrumento mais relacionado a pesquisas experimentais, mas tambÃm, utiliza anotaÃÃes feitas pela pesquisadora durante a aplicaÃÃo dos exercÃcios para os grupo-controle e experimental, a exemplo de pesquisas semelhantes que buscam uma visÃo mais abrangente tanto do produto como do processo de ensino/aprendizagem. Sugere procedimentos de ensino que faÃam uso de metÃforas conceituais como ferramenta facilitadora do ensino/aprendizagem dos verbos de duas ou mais palavras, que sÃo bastante comuns em lÃngua inglesa, mas que sÃo considerados difÃceis, ou atà mesmo impossÃveis de serem aprendidos por alunos e professores de inglÃs como LE falantes de portuguÃs brasileiro. Apesar de os resultados estatÃsticos nÃo mostrarem evidÃncia de que o ensino de verbos de duas ou mais palavras seja mais eficiente do que o ensino tradicional, os resultados qualitativos apontam para o fato de que a TMC pode oferecer contribuiÃÃes bastante positivas para o ensino de inglÃs como LE. / This study proposes application of the principles of Conceptual Metaphor Theory (CMT), put forward by Lakoff and Johnson, to the teaching/learning of English as a foreign language (EFL), specifically the teaching/learning of verbs of two or more words, commonly known as phrasal verbs. The relationship between conceptual metaphor and cognition is analysed, particularly between conceptual metaphors related to the particles up and down, the main focus of this research, and seeks to explain how this relationship may influence our language and how we understand and use this kind of verb. The study both revises and explores the meanings of these particles with a view to establish a relation between conceptual metaphor and the meaning of verbs of two or more words. The investigative method adopted is that of experimental research. Thus, in order to enable a broader analysis of the data, a mixed approach is used, which includes a pre- and post-test, a tool more related to experimental research, but also makes use of notes made by the researcher during application of exercises to the control group and the experimental group, following the example of similar studies which seek a broader view of both the product and the process of teaching/learning. Teaching procedures which make us of conceptual metaphors as a tool facilitating learning/teaching of phrasal verbs are suggested, as the latter are very common in English, but are considered complicated or even impossible to learn by Portuguese-speaking learners and teachers of English as a Foreign Language. Despite the fact that statistical results failed to show evidence that the teaching of phrasal verbs is more efficient than traditional teaching, the qualitative results point to the fact that CMT may have a highly positive contribution to make to the teaching of English as a Foreign Language.

L’objectif de cette thèse était d’explorer les bases cognitives et cérébrales des processus de compréhension du langage figuré via l’utilisation d’outils de neuroimagerie (EEG et IRMf). Nous nous sommes particulièrement intéressés aux processus inférentiels sémantiques et pragmatiques. Afin de mieux les cerner, nous avons étudié la compréhension de la métaphore verbale nouvelle (« catapulter ses paroles ») et de l’ironie verbale (« Il est détesté de tous. Cet homme est très populaire. »). Ce choix repose sur l’hypothèse selon laquelle chacune de ces figures sollicite spécifiquement un type de processus inférentiel ; de nature sémantique pour la métaphore et pragmatique pour l’ironie. Conformément à cette hypothèse, nos résultats indiquent que la compréhension des métaphores verbales nouvelles se fonde sur des processus de recherche et d’intégration d’informations sémantiques, supportant l’hypothèse d’un traitement séquentiel. L’examen des bases cérébrales du traitement de ces expressions précédées d’un contexte a mis en évidence des régions cérébrales postérieures, suggérant la mise en œuvre d’un processus de manipulation conceptuelle. Concernant le traitement de l’ironie, nous avons observé un processus tardif d’intégration d’informations plus important pour les énoncés ironiques comparés aux énoncés littéraux, suggérant un traitement pragmatique plus difficile. Enfin, nous avons mis en évidence un réseau fronto-temporal bilatéral lors du traitement de l’ironie, dont une part serait sensible au contraste entre le contexte et l’énoncé et à l’humour des énoncés. Nos résultats sont confrontés aux théories psycholinguistiques et cognitives du traitement du langage figuré. / Our main aim was to assess the cognitive and neural basis of the figurative language processing using neuroimaging tools (EEG and fMRI). We were especially interested in semantic and pragmatic inferential processes. In order to better grasp these processes, we have studies the comprehension of novel verbal metaphor (“to catapult his/her words”) and verbal irony (“Everybody thinks he is foul. He is a very popular man.”). This choice was based upon the hypothesis that each of these figurative expressions specifically engages one of the two inferential processes: semantic for metaphors and pragmatic for irony. Following this hypothesis, our results point out that the comprehension of novel metaphoric expression is built on the research and the integration of a semantic congruent information, supporting a sequential processing hypothesis. The assessment of the cerebral basis of the processing of such expressions embedded in a context has revealed regions in posterior areas, suggesting a conceptual manipulation process. Concerning the irony processing, we observed a greater late integration processing for ironic sentences than literal ones, suggestion a more effortful pragmatic processing. Finally, we observed a fronto-temporal network specific to irony processing. Some part of this network could be involved in both the contrast between the utterance and the context and the humor processing of the sentences. Our results are confronted with psycholinguistic and cognitive theories about figurative language processing.

The primary aim of the present study is to gain an understanding of the translation process involved when translating song lyrics by investigating to what extent 10 translation features occur in a corpus of 12 song lyrics from the musicals CHESS, MAMMA MIA! and Kristina från Duvemåla. Comparing the source texts to the translated texts, taking into account: number of words, syllables vs. words, word-for-word translations, additions/omissions, metaphors, rhymes, reorganization of text, paraphrases and last if there were any untranslated English words kept in the Swedish version – led to the conclusion that the translation strategy of using paraphrases (express something written in other words) was the most common translation strategy used when translating song lyrics. In addition, translating song lyrics also requires a translator who is musical, has good association skills, a large vocabulary and is also very good at playing with words. Taking the findings into consideration it could be said that the word 'translation' should be avoided in reference to the act of transferring the song lyrics of a musical in one language into another language. More apt descriptive phrases for this process would probably be 'text arrangement' or 'interpretation'.

This essay is an account of an investigation of conceptual metaphors of LOVE in two albums by singer Mariah Carey. It also includes an investigation of if LOVE metaphors were used differently at the beginning of her career from how they are used twenty-four years later. The study is based on the singles of Carey's debut album and those of her latest album. The analysis showed that although the songs are separated by approximately twenty years the LOVE metaphors most reflected in the song lyrics were the same in both albums. The results also showed that the source concept which was most typically used overall was also reflected to describe the target concept in both albums. However, the variation of LOVE metaphors was greater in the singles of her debut album.