The purpose of this essay is to investigate problems that arise when translating a German football text into Swedish. The qualitative study focuses on football terminology, as this is central to the language of football. Special attention was paid to synonymous terms, collocations, Anglicisms, metaphors, and metonymies. Various parallel texts and football dictionaries were consulted during the translation. Also, Koller's (2011) model of translation correspondences was used in order to systematize the findings. The analysis showed that when dealing with synonymous terms, different kinds of translation problems occurred due to correspondence type. For example, in cases where source text terms had only one correspondence in the target language, the target text inevitably became more repetitive than the source text. On the contrary, when a source-text term had several correspondences, many translation alternatives needed to be considered in order to choose the appropriate term in the specific target-text context. Concerning the translation of collocations, the analysis showed that interference may pose a problem even when translating into one's native language. As for the translation of Anglicisms, most of them could not be preserved in the target text, and, thus, needed to be replaced by existing Swedish equivalents. This occasionally turned out to be problematic, for instance when no direct equivalent could be found in the target language. On the contrary, many of the terms based on metaphorical concepts such as FOOTBALL IS WAR could be preserved, indicating that German and Swedish football language use this concept to a similar extent.

The purpose of this essay is to examine metaphors in cancer contexts, and in particular war and military metaphors. A four step approach was performed for the examination. The use over time has been studied for metaphorical linguistic expressions including the words fight and battle in the Corpus of Contemporary American English in the categories Academic Journals, Magazines and Newspapers. A general corpus search for the word cancer in the same categories has been made to investigate what kinds of metaphorical linguistic expressions could be found. The goal was to examine possible development of the use of other expressions than the dominant martial ones for the period 2005 - 2011. The findings were also investigated to see which thematic role for the word cancer was the most frequent in the categories. To complement the corpus findings, an inquiry was sent out to explore how writers of research articles reason when they use expressions such as fight against cancer or battle with cancer in their texts. The corpus findings show that the martial metaphorical linguistic expressions are more often used within the categories Newspapers and Magazines. In the category Academic journals the occurrences are fewer. The most common metaphor alternatives were within the area of sports. The study of semantic roles shows that the word cancer appears most often in the role of patient. The agent role occurred slightly more often in the newspaper category than in the other text categories investigated. The result of the inquiry suggests that some researchers use martial metaphors out of routine. The four step approach of the study reveals a complex image of the use of metaphors in cancer contexts. Detection of trends for the use of metaphorical linguistic expressions possibly demands a longer time interval than the studied period.

The purpose of this paper is to discuss some of the difficulties that came up in the translation of an English travel guide about Costa Rica into Swedish, and what strategies may be employed in order to solve them. The focus is on how to handle proper nouns, figures of speech and terminology. In order to gather material for the study an English travel guide about Costa Rica was translated into Swedish and then some of the translation problems encountered during translation were chosen for an in-depth analysis. The analysis is mainly based on Rune Ingo’s and Peter Newmark’s theories, but other sources have also been used as a basis for the discussion.   Proper nouns were mostly handled by transference of the names in their original forms into the TT as well as transference in combination with a functional or descriptive equivalent. Where appropriate, some proper nouns were translated with recognized Swedish translations or partially translated and partially transferred. Many metaphors and idioms were translated into corresponding figurative expressions found in the target language. When this was not possible, they were either translated word-for-word, provided that they still conveyed the meaning of the ST metaphor or idiom, or translated with a non-figurative expression. In order to make up for lost figurative expressions, one non-figurative expression was translated with a metaphor. Regarding terminology, terms were mostly translated with corresponding terms found in Swedish bilingual dictionaries or other resources on the Internet. However, some terms had to be transferred from the ST in their original forms or translated with less specific words, since no corresponding terms could be found in the target language. The findings show that several different strategies were used to handle translation of proper nouns, figures of speech and terminology in this specific travel guide and which strategy to use depends on situational factors.

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Language can be seen as a bridge between the way we think and our actions. From a social semiotic, language becomes a resource with which collective knowledge can be distributed. The way we talk about an artefact is a reflection of our conceptual understanding thereof. Often, we use conceptual metaphors to communicate abstract concepts in abstract reasoning domains such as computer science. Conceptual metaphors are formed in relation to primary metaphors and are grounded in sensorimotor experience. Primary metaphors can be used to analyse how we embody our conceptual understanding of specific concepts. The aims of this study are threefold: Firstly, to explore how conceptual metaphors are used by students and teachers while engaging in conversations about computer programming; secondly, to analyse the emergent conceptual metaphors to identify how teachers and students understand abstract aspects about computer programming and thirdly, to identify the sensorimotor experiences that contribute to shaping the conceptual metaphors used by the students and the teachers. Two teachers and three students from two different upper-secondary schools engaged in informal conversations regarding aspects of computer programming. The conversations were audiorecorded, and excerpts were transcribed verbatim and translated into English. The excerpts were analysed by adopting a methodological framework based on Grady’s theory of primary metaphor. Results suggest that teachers and students have a multi-faceted conceptual understanding of computer science that involves concepts such as spatial relations, similarities between objects and computer code. Other emergent aspects concerned interpersonal relationships, in relation to customer service and social skills. The findings imply that expanding the number of available conceptual metaphors could lead to a more diverse set of didactic tools in computer science education, thus increasing overall conceptual understanding. / Vårt språk kan ses som en brygga mellan det sätt vi tänker och det sätt vi agerar. Ur ett socialsemiotiskt perspektiv blir språket ett verktyg med vilket kollektiv kunskap kan distribueras. Detta gör det rimligt att säga att det sätt varpå vi talar en spegling av vår möjlighet att förstå. Vi använder ofta konceptuella metaforer för att kommunicera abstrakta koncept som exempelvis datavetenskap. Konceptuella metaforer formas i relation till primärmetaforer, grundade i sensomotoriska erfarenheter. Primärmetaforer kan användas för att analysera hur vi kroppsligt befäster och förstår specifika koncept. Syftet med denna studie är att: i, undersöka hur konceptuella metaforer används av lärare och elever vid samtal rörande programmering, ii, använda de uppkomna konceptuella metaforerna för att identifiera lärares och elevers förståelse för abstrakta aspekter av programmering och iii, identifiera de sensomotoriska upplevelser som formar de konceptuella metaforer lärarna och eleverna använder sig av. Informella samtal kring olika aspekter av programmering genomfördes med två lärare och tre elever vid två svenska gymnasieskolor. Samtalen spelades in, varefter kortare utdrag transkriberades och översattes till engelska. Utdragen har analyserats med en metod baserad på Gradys teori om primärmetaforer. Studiens resultat visar att lärare och elever har en mångfacetterad förståelse för programmering. Deras konceptuella förståelse baseras på bland annat rumsliga relationer mellan olika objekt, skillnader och olika objekt samt relationen till kod. Andra identifierade aspekter berör interpersonella förhållanden, kundservice och social kompetens. Resultaten indikerar att en vidgad uppsättning didaktiska verktyg inom programmeringsundervisning skulle kunna öka antalet tillgängliga konceptuella metaforer relaterade till programmering och således öka den generella konceptuella förståelsen för programmering.

L’usage que fait Shakespeare des métaphores dans les romances (Pericles, Cymbeline, The Winter’s Tale et The Tempest) contrevient aux prescriptions des traités de rhétorique anglais du XVIe siècle quant à l’élaboration de cette « figure du transport ». Les métaphores dans les romances sont marquées par une forte promotion de l’hybridité, que ce soit celle de la figure elle-même ou celle que le trope induit. Les métaphores que les rhétoriciens auraient pu qualifier d’inconvenantes et de cherchées trop loin contribuent à enrichir le genre protéiforme des pièces et la palette des émotions suscitées chez le spectateur. Elles ont aussi pour fonction de produire des effets catoptriques, de construire des identités sociales et sexuelles fluctuantes et complexes et de créer une dialectique subtile entre le visuel de la scène et celui de l’œil intérieur. Dès lors, le déploiement des métaphores au-delà des règles érigées par les rhétoriciens permet au dramaturge de révéler au mieux la diaprure du monde et celle des êtres. / Shakespeare’s use of metaphors in the romances (Pericles, Cymbeline, The Winter’s Tale and The Tempest) breaks the rules of decorum such as they were prescribed by sixteenth-century rhetoricians concerning the elaboration of this “figure of transport”. Metaphors in the romances tend to promote hybridity in a very powerful way. The figure, which relies on the art of grafting meanings, creates generic hybridity. Metaphors which may well have been deemed inappropriate and far-fetched by Renaissance rhetoricians are a means of strengthening the protean genre of these plays and producing an elaborate affective response in the audience. Moreover, they produce catoptric effects, build complex and fluctuating social and sexual identities and construct a dialectic relation that invites the spectator to approach the plays both with their physical and their inner eyes. Therefore, the development of metaphors beyond strict rhetorical rules enables the playwright to change perspectives and embrace a larger view of the world.

This is a qualitative study which draws on the interpretivist tradition to research the processes by which Chartered Accountant (CA) students begin to develop their sense of professional identity. The thesis draws upon recent research on identity in early professional learning, in particular the aspects of becoming and belonging through which people enter into a community of practice. The purpose of the research is to understand the developing professional identity of students of the Institute of Chartered Accountants of Scotland (CA Students). In order to develop this understanding, data gathered at a number of focus groups at which CA Students were the participants, have been analysed. The transcripts from these focus groups are the primary source of data. This was analysed thematically and metaphorically in order to explore the senses that CA Students were making of their own entry into the accountancy profession. The analysis was used inductively to produce a resulting theory which has developed as a Professional Identity Map of the CA Student (PIMCAS). It elaborates the processes that impact on the developing professional identity of the CA Student. The findings of the research illuminate the processes by which CA Students become and belong, in particular marking the influence of the Training Firm and the Individual Values of the CA Student. The notions of becoming and belonging underpin the stories the CA Students tell of how they understand their developing professional identity. The practical implication of the results of this research for the future training of CAs is finally explored.

This study investigates the use of metaphors in corporate storytelling and the strategies that may be applied when translating these from English to Swedish. The conceptual metaphor theory was used as a starting point for the investigation of structural metaphors in particular. The results reveal that the most common translation strategy was keeping the same conceptual metaphor in the target text. The second most common strategy was changing into a different metaphor. Moreover, metaphors were often omitted which results in a translation with less evocative imagery. The metaphorical concepts organism and building were found to be the most frequent. The weave metaphor was frequent in storytelling, and the organism, building, and machine metaphors were common in business contexts, similar to what earlier studies have found. Some conceptual metaphors were less frequent in the translation due to cultural differences, although both similarities and differences were encountered when analyzing the metaphorical expressions in detail. The study also reveals that an awareness of organizational metaphors is fundamental in order to render an inspirational and persuasive text in this genre as accurately as possible, while at the same time being faithful to the style and imagery in the original.

MA thesis project Klára Schneiderová PREDICATE ANALYSIS AND ANALYSIS OF METAPHORS USED IN MESSAGES ATTRIBUTED TO OSAMA BIN LADEN REGARDING THE UNITED STATES OF AMERICAAND THEIR EUROPEAN ALLIES FOLLOWING THE 2003 INVASION OF IRAQ INTRODUCTION - War on terror = war on Islam? (analysis of fundamentalist logic and stream of thought) For this Master thesis project, I chose to analyze the terrorist discourse of Osama bin Laden, the leader of the global Jihadist network, al-Qaeda, particularly his messages regarding the United States of America and its European allies following the 2003 invasion of Iraq, as they were gathered in various relevant sources of record up to the near present.1 I chose this topic due to my long-term interest in the Middle East, particularly the relationship and links between religious ideology and politics in the region. The methodology chosen for this work is closely related to media image analysis which I became familiar with during my previous studies and which I applied in my Bachelor's thesis. In the world today, I believe it has become increasingly important to reflect, observe and closely examine the roots and foundations of fundamentalist argumentation and logic, which in this case serve as the key motors of the global Jihadist movement. Following the 9-11-01 terrorist attacks...

Zwei Theorien über die Verarbeitung von Metaphern postulieren die Beteiligung unterschiedlicher kognitiven. Die erste, die „Implicit Comparison View“, behauptet, dass Metaphern durch einen Prozess des analogen Denkens verstanden werden (z. B. Gentner et al., 2001; Gentner & Bowdle, 2008). Eine zweite Ansicht, die „Category Inclusion View“, sieht das Verstehen einer Metapher als einen Prozess, bei dem die lexikalische Bedeutung des metaphorischen Vehikels spontan moduliert wird, um eine ad-hoc, zielorientierte Kategorie zu schaffen (z. B. Glücksberg, 2008; Sperber & Wilson, 2008). Obwohl es eine große Anzahl an Experiment gibt, die die Vorhersagen dieser beiden Theorien testen (z. B. Bowdle & Gentner, 2005; Gernsbacher et al., 2001; Jones & Estes, 2005; Jones & Estes, 2006; McGlone & Manfredi, 2001; Wolff & Gentner, 2011) ist es bis jetzt nicht möglich gewesen, das Problem der Metaphernverarbeitung zu lösen zugunsten einer der beiden Theorien. Diese Dissertation versucht genau das zu tun, indem die Verarbeitung von zwei Arten deutscher nicht-nominaler Metaphern untersucht werden: verbale Metaphern und Verb-Objekt-Metaphern. Dies wurde gemacht durch eine Untersuchung der Rolle des Kontexts während der Verarbeitung von nicht-nominalen Metaphern. Dabei wurde auf die Literatur zur situierten und inkrementellen Sprachverarbeitung zurückgegriffen (siehe Huettig et al., 2011; Huettig et al., 2012; Kamide, 2008; Knoeferle & Guerra, 2016). Insgesamt die Ergebnisse von 14 verschiedenen Experimeten als besser zu vereinbaren mit der „Category Inclusion View“ als mit der „Implicit Comparison View“. / Two main sets of theories of metaphor comprehension posit the involvement of different cognitive mechanisms. The first one, the Implicit Comparison View, claims that metaphors are understood through a process of analogical reasoning in which the elements of a metaphoric expression (in the example above my cat, which is known as the ‘topic’ and princess, which is known as the ‘vehicle’) are scanned for relational similarities (e.g. Gentner et al., 2001; Gentner & Bowdle, 2008). A second view, the Category Inclusion View, sees metaphor comprehension as a process in which the lexical meaning of the metaphoric vehicle is spontaneously changed to represent a newly created, goal-oriented category (e.g. Glucksberg, 2008; Sperber & Wilson, 2008). Despite there being a large body of experimental data testing the predictions made by these theories (e.g. Bowdle & Gentner, 2005; Gernsbacher et al., 2001; Jones & Estes, 2005; Jones & Estes, 2006; McGlone & Manfredi, 2001; Wolff & Gentner, 2011), it has not been possible to settle this debate and tip the scale in favor of one or the other view. This dissertation attempts to do just that by examining the processing of two types of German non-nominal metaphors: Verbal metaphors and verb-object metaphors. This was done by investigating the role of context during metaphor comprehension in order to further specify the available theories, and, more generally, by drawing on the literature on situated and incremental language processing (see Huettig et al., 2011; Huettig et al., 2012; Kamide, 2008; Knoeferle & Guerra, 2016, for reviews). Overall the results of 14 experiments are interpreted as being more consistent with the Category Inclusion View than with the Indirect Comparison View.