A presente dissertação apresenta um estudo experimental do comportamento verbal metafórico, verificando os efeitos deste fenômeno sobre respostas verbais subsequentes de vinte e cinco participantes universitários de uma universidade pública do Estado de São Paulo. Por meio de situações problemas, foi proposta uma investigação do controle de estímulos presente em tatos metafóricos (fera e vírus) como antecedentes verbais descritos pelo experimentador. Houve distintas condições experimentais para cada tato metafórico que exigiu a emissão de respostas verbais subsequentes de cada participante, após a leitura de um texto informativo. As respostas verbais subsequentes envolveram indicar entre alternativas a melhor para a resolução de problemas fictícios entre medidas preventivas e corretivas e informar a uma pessoa desconhecida sobre o texto informativo lido. O experimento foi arranjado, sob a hipótese de que os participantes tenderiam para medidas preventivas, se lessem o texto informativo com o tato metafórico da violência comparada a um vírus, ou para medidas corretivas, se lessem o texto informativo com o tato metafórico da violência comparada a uma fera. Os participantes, individualmente, foram convidados a realizar o mesmo protocolo de tarefas solicitadas na Linha de Base e na Condição Experimental. Este protocolo envolveu quatro tarefas, a saber (1) leitura de um texto informativo (2) escolha de alternativa preventiva ou corretiva para solução de problemas sociais, como fome na Linha de Base e violência na Condição Experimental, (3) indicação de trecho de controle para realização da tarefa anterior e (4) emissão de comportamento intraverbal, ou seja, contar sobre o texto informativo lido na primeira tarefa para uma pessoa desconhecida, que veria virtualmente. Na Condição Experimental, os participantes de cada grupo tiveram contato com informação apresentada por meio de metáforas distintas (grupo G-I e grupo G-II), sem metáfora (grupo G-III) e com estímulos arbitrários (palavra sem sentidos) comparados a metáforas distintas (grupo G-IV e grupo GV). Em todas as condições experimentais, houve avaliação do comportamento do participante como falante e ouvinte de seu próprio comportamento verbal. O experimento trouxe dados instigantes entre os grupos experimentais, visto que os participantes do grupo (a) G-I replicaram os dados de estudos anteriores em apenas 20% das respostas dos participantes, (b) G-II mantiveram controle verbal em 80% das respostas verbais subsequentes, ao assinalarem por medidas preventivas diante da metáfora vírus, (c) G-III mostrou uma prevalência dos participantes por medidas preventivas, visto que todos responderam por esta alternativa, (d) G-IV replicaram os dados de pesquisas anteriores mantendo uma relação entre o tato metafórico fera para 60% respostas verbais subsequentes com medidas corretivas, enquanto que (e) G-V estabeleceram o controle verbal metafórico sobre 100% das respostas verbais subsequentes com medidas preventivas. Na discussão de dados, são tecidas considerações acerca do desempenho dos participantes por grupo ressaltando (1) história de vida e história experimental, (2) contextos atuais e culturais presentes na vida dos participantes, (3) estabelecimento do controle de estímulos pelo tato metafórico, (4) comparativos entre os grupos, entre outras variáveis relevantes. Os achados do presente estudo são curiosos para a temática e mostra a pertinência de novos estudos no campo experimental para a temática / This work presents an experimental study of the metaphorical verbal behavior by checking the effects of this phenomenon on subsequent verbal responses. Twenty-five college student from a public university in the state of São Paulo were participants. Through problem situations, it was proposed an investigation of the stimulus control of metaphorical tact (\"beast\" and \"virus\") as verbal history described by the experimenter. There were different experimental conditions for each metaphorical tact which required a subsequent verbal responses of each participant, after reading an informational text. Subsequent verbal responses were: the participants indicated among the best alternatives for resolving problems between fictitious preventive and corrective measures and the participants reported to an unknown person about the text that the participants read. The experiment had the hypothesis that participants tend to give preventive measures, when read the text with the metaphorical tact of \"violence\" compared to a \"virus\" or corrective measures, if they read the information text with tact metaphorical of \"violence\" compared to a \"beast\". The individual participants were asked to perform the same protocol tasks requested in the Baseline and Experimental Condition. This protocol had four tasks, namely (1) reading informational text (2) choosing between preventive or corrective alternative to solve social problems such as hunger in the Baseline and violence in Experimental Condition, (3) showing control on the responses of previous tasks and (4) intraverbal behavior, that is, telling about the informational text read in the first task for an unknown person, which showed up virtually. In the Experimental Condition, participants in each group had contact with informational text presented through different metaphors (G-I and G-II groups), without metaphor (G-III group) and arbitrary stimuli (words without meanings) compared to different metaphors (G-IV and GV groups). In all experimental conditions, there was participant\'s performance evaluation as speaker and listener of his own verbal behavior. The experiment brought compelling data between the experimental groups, as members of the group (a) G-I replicated data from previous studies in only 20% of participants\' responses, (b) G-II remained verbal control in 80% of verbal responses subsequent, by pointing by preventive options before the \"virus\" metaphor (c) G-III showed a prevalence of participants with preventive options, since all accounted for this alternative, (d) G-IV confirmed the previous survey data keeping a relationship between the \"beast\" metaphorical tact and 60% subsequent verbal responses with corrective options, while (e) G-V established the metaphorical verbal control over 100% of subsequent verbal responses with preventive measures. In the data discussion, it was emphasize (1) life history and experimental history, (2) current and cultural contexts present in the lives of the participants, (3) stimulus control of metaphorical tact, (4) comparison between groups, and other relevant variables. The findings of present study are curious and inspires more studies in the experimental field of the theme

Made available in DSpace on 2016-04-27T16:57:54Z (GMT). No. of bitstreams: 1 dissertacao_maria_cecilia_arena_barto.pdf: 4510586 bytes, checksum: 19244dd700100f559b8bebb37f906631 (MD5) Previous issue date: 2004-10-22 / The purpose of this dissertation is to investigate the dynamic of meaning production for continuous function of one variable by graduate students in a calculus course. The framework articulates three theories. Conceptual metaphor as proposed by LAKOFF and NÚÑEZ, the importance of argumentation as proposed by FRANT and CASTRO in the model of argumentative strategies and, the definition of meaning production as proposed by LINS in the model of semantic fields. It is a case study research that happened in São Paulo, Brazil. The lessons were videotaped; it included ten students and their professor. Data collection consisted in videotapes, transcripts, notes from observation, students written material and, interviews. The results revealed that in a classroom meaning production for mathematics maybe not dependent of mathematics itself; authority of a professor or a peer plays a fundamental role. During classroom interactions, students used a every day language to communicate rather than a formal mathematical one. An enunciation, written or oral, does not guarantee the same reading, each reader has hers/his own interpretation. This study allowed us to better understand how students used their daily experience, embodied and mostly unconscious, to produce meaning for abstract concepts in Mathematics / O objetivo deste estudo é investigar a dinâmica da produção de significados para a Continuidade de Funções de uma Variável Real, por alunos em um curso de Pós Graduação e na disciplina de tópicos de Cálculo. O aporte teórico foi construído a partir da articulação de três teorias: da noção de metáfora conceitual da Teoria da Cognição Corporificada, proposta por LAKOFF e NÚÑEZ, da importância dos argumentos no discurso de sala de aula, do Modelo da Estratégia Argumentativa MEA, proposto por FRANT e CASTRO e da definição de produção de significados proposta por LINS em seu Modelo Teórico dos Campos Semânticos MTCS. Trata-se de uma pesquisa qualitativa, do tipo estudo de caso, que foi realizada numa universidade em São Paulo. As aulas do curso, envolvendo os dez alunos e a professora do curso, foram filmadas em vídeo, utilizando-se duas câmeras. A coleta de dados incluiu as fitas, as transcrições, as anotações da pesquisadora, trabalhos escritos pelos alunos e entrevistas. Ao todo foram 5 encontros de 3 horas. Os resultados apontam que, em sala de aula, a produção de significados para Matemática pode estar apoiada em fatos não Matemáticos, por exemplo, a autoridade do professor ou de algum integrante do grupo têm um papel importante nessa produção. Os alunos durante as interações utilizaram a linguagem cotidiana, menos formal, para apresentar, discutir e defender suas idéias. Um enunciado (escrito ou oral) não garante uma mesma leitura, cada leitor o lê de seu modo. Este estudo permitiu observar e entender um pouco mais como alunos utilizam suas experiências cotidianas, impregnadas e às vezes inconscientes, para produzir significados para conceitos abstratos da Matemática

De plus en plus d’études s’accordent à reconnaître dans la métaphore un instrument de la pensée, plutôt qu’une figure de style. En particulier, les métaphores les plus communes et les plus répétées, celles qui font partie du langage quotidien, structurent l’appréhension du monde des membres des communautés linguistiques qui les utilisent. Bien que nous n’ayons pas accès au langage quotidien des anciens Grecs, les textes contiennent un corpus de métaphores récurrentes, extrêmement répandues, qui utilisent la terminologie botanique pour parler des êtres humains. Cette thèse vise à montrer en quoi ces métaphores végétales ont constitué une manière, culturellement déterminée, d’appréhender plusieurs facettes de la vie humaine : le corps et le fonctionnement de humeurs en son sein ; la forme visible de la personne, la manifestation des émotions et celle de la χάρις ; l’innéité ; les rapports de parenté et notamment celui de filiation ; l’identité citoyenne. Centré sur les textes poétiques composés en Grèce entre le VIIIe et le Ve siècle avant notre ère, ce travail convoque tour à tour les écrits médicaux et philosophiques, les représentations religieuses et les mythes de métamorphose, afin d’inscrire les métaphores botaniques étudiées dans des réseaux conceptuels faisant partie du savoir partagé. / As anthropologists, philosophers and linguists have nowadays largely recognized, metaphors are not simply rhetorical embellishments, but a basic mechanism of human thought. Focusing on botanical metaphors occurring in Greek poetry composed between the 8th and the 5th centuries BCE, this dissertation aims to show how knowledge relative to the world of plants was used to understand, conceptualize and represent different aspects of human life. Botanical metaphors are pervasive in archaic and classical poetry. My work locates them against a wider background, comprising other kinds of texts (mainly, philosophy and medicine), myths, and, to a lesser degree, religious representations and practices. Therefore, botanical metaphors appear to be integral to a widespread network of cognitive schemata, sanctioned and transmitted by linguistic practice, and used by Greek speakers to construct their understanding of (some aspect of) human life. As this thesis demonstrates, plants offered convenient models to reason about the functioning of the body and its internal humors as well as the ways in which physical appearance may reveal moral or divine qualities. Botanical knowledge was also used to understand human passions, inborn qualities, kinship ties and civic identities. The overall aim of my dissertation is to offer an “emic” depiction of those domains: that is, a description grounded in Greek speakers’ own conceptual schemata

Köttätande är i dag en fråga som engagerar många. Vissa menar att det är farligt både för klimat och hälsa medan andra menar att det är nödvändigt för människans överlevnad. När frågan kring köttätandet lyfts och köttkonsumtionen ifrågasätts i debatten mellan köttätare och veganer händer något och heta känslor uppstår. Debatten provocerar och upprör och inte sällan slutar det i osämja de båda parterna emellan. Det är därför av intresse att analysera hur de båda sidorna uttrycker sig när de talar om kött för att ta reda på hur de skiljer sig åt. Det här ämnar denna uppsats undersöka. Detta görs genom att bland annat analysera olika typer av bildspråk som förekommer i de båda sidornas sätt att uttrycka sig kring kött. George Lakoffs och Mark Johnsons teori om konceptuella metaforer fungerar även som inspirationskälla för denna analys. Genom att synliggöra underliggande diskurser som ligger till grund för hur vi i samhället talar, tänker och ser på kött kan vi ta reda på hur veganers terminologi kring kött skiljer sig åt från köttätarnas. På så sätt kan vi få en förståelse för varför de heta känslorna uppstår, att konflikten kanske snarare bottnar i en brist på förståelse över de olika sidornas sätt att tala om kött.

A presente dissertação apresenta um estudo experimental do comportamento verbal metafórico, verificando os efeitos deste fenômeno sobre respostas verbais subsequentes de vinte e cinco participantes universitários de uma universidade pública do Estado de São Paulo. Por meio de situações problemas, foi proposta uma investigação do controle de estímulos presente em tatos metafóricos (fera e vírus) como antecedentes verbais descritos pelo experimentador. Houve distintas condições experimentais para cada tato metafórico que exigiu a emissão de respostas verbais subsequentes de cada participante, após a leitura de um texto informativo. As respostas verbais subsequentes envolveram indicar entre alternativas a melhor para a resolução de problemas fictícios entre medidas preventivas e corretivas e informar a uma pessoa desconhecida sobre o texto informativo lido. O experimento foi arranjado, sob a hipótese de que os participantes tenderiam para medidas preventivas, se lessem o texto informativo com o tato metafórico da violência comparada a um vírus, ou para medidas corretivas, se lessem o texto informativo com o tato metafórico da violência comparada a uma fera. Os participantes, individualmente, foram convidados a realizar o mesmo protocolo de tarefas solicitadas na Linha de Base e na Condição Experimental. Este protocolo envolveu quatro tarefas, a saber (1) leitura de um texto informativo (2) escolha de alternativa preventiva ou corretiva para solução de problemas sociais, como fome na Linha de Base e violência na Condição Experimental, (3) indicação de trecho de controle para realização da tarefa anterior e (4) emissão de comportamento intraverbal, ou seja, contar sobre o texto informativo lido na primeira tarefa para uma pessoa desconhecida, que veria virtualmente. Na Condição Experimental, os participantes de cada grupo tiveram contato com informação apresentada por meio de metáforas distintas (grupo G-I e grupo G-II), sem metáfora (grupo G-III) e com estímulos arbitrários (palavra sem sentidos) comparados a metáforas distintas (grupo G-IV e grupo GV). Em todas as condições experimentais, houve avaliação do comportamento do participante como falante e ouvinte de seu próprio comportamento verbal. O experimento trouxe dados instigantes entre os grupos experimentais, visto que os participantes do grupo (a) G-I replicaram os dados de estudos anteriores em apenas 20% das respostas dos participantes, (b) G-II mantiveram controle verbal em 80% das respostas verbais subsequentes, ao assinalarem por medidas preventivas diante da metáfora vírus, (c) G-III mostrou uma prevalência dos participantes por medidas preventivas, visto que todos responderam por esta alternativa, (d) G-IV replicaram os dados de pesquisas anteriores mantendo uma relação entre o tato metafórico fera para 60% respostas verbais subsequentes com medidas corretivas, enquanto que (e) G-V estabeleceram o controle verbal metafórico sobre 100% das respostas verbais subsequentes com medidas preventivas. Na discussão de dados, são tecidas considerações acerca do desempenho dos participantes por grupo ressaltando (1) história de vida e história experimental, (2) contextos atuais e culturais presentes na vida dos participantes, (3) estabelecimento do controle de estímulos pelo tato metafórico, (4) comparativos entre os grupos, entre outras variáveis relevantes. Os achados do presente estudo são curiosos para a temática e mostra a pertinência de novos estudos no campo experimental para a temática / This work presents an experimental study of the metaphorical verbal behavior by checking the effects of this phenomenon on subsequent verbal responses. Twenty-five college student from a public university in the state of São Paulo were participants. Through problem situations, it was proposed an investigation of the stimulus control of metaphorical tact (\"beast\" and \"virus\") as verbal history described by the experimenter. There were different experimental conditions for each metaphorical tact which required a subsequent verbal responses of each participant, after reading an informational text. Subsequent verbal responses were: the participants indicated among the best alternatives for resolving problems between fictitious preventive and corrective measures and the participants reported to an unknown person about the text that the participants read. The experiment had the hypothesis that participants tend to give preventive measures, when read the text with the metaphorical tact of \"violence\" compared to a \"virus\" or corrective measures, if they read the information text with tact metaphorical of \"violence\" compared to a \"beast\". The individual participants were asked to perform the same protocol tasks requested in the Baseline and Experimental Condition. This protocol had four tasks, namely (1) reading informational text (2) choosing between preventive or corrective alternative to solve social problems such as hunger in the Baseline and violence in Experimental Condition, (3) showing control on the responses of previous tasks and (4) intraverbal behavior, that is, telling about the informational text read in the first task for an unknown person, which showed up virtually. In the Experimental Condition, participants in each group had contact with informational text presented through different metaphors (G-I and G-II groups), without metaphor (G-III group) and arbitrary stimuli (words without meanings) compared to different metaphors (G-IV and GV groups). In all experimental conditions, there was participant\'s performance evaluation as speaker and listener of his own verbal behavior. The experiment brought compelling data between the experimental groups, as members of the group (a) G-I replicated data from previous studies in only 20% of participants\' responses, (b) G-II remained verbal control in 80% of verbal responses subsequent, by pointing by preventive options before the \"virus\" metaphor (c) G-III showed a prevalence of participants with preventive options, since all accounted for this alternative, (d) G-IV confirmed the previous survey data keeping a relationship between the \"beast\" metaphorical tact and 60% subsequent verbal responses with corrective options, while (e) G-V established the metaphorical verbal control over 100% of subsequent verbal responses with preventive measures. In the data discussion, it was emphasize (1) life history and experimental history, (2) current and cultural contexts present in the lives of the participants, (3) stimulus control of metaphorical tact, (4) comparison between groups, and other relevant variables. The findings of present study are curious and inspires more studies in the experimental field of the theme

Une nation est toujours fondée sur des mythes. Aux États-Unis, le président est le « conteur-en-chef » de ces récits sacrés qui ont pour fonction de donner du sens à l’existence de la communauté nationale. Cette thèse propose d’examiner dans quelle mesure la rupture dans l’imaginaire collectif que représente la fin de la guerre froide a engendré une nouvelle rhétorique de la mythologie nationale dans les discours présidentiels. Pour cela, nous nous appuierons sur l’étude de métaphores qui, comme l’ont démontré l’analyse critique du discours et la linguistique cognitive, nous informe sur les croyances collectives d’une société. Dans une première partie, nous nous focaliserons sur les mythes de la vertu et du bien, plus particulièrement sur le langage religieux qui s’est développé dans la période post-guerre froide, et sur la valeur de liberté qui demeure fondatrice de l’identité américaine, mais dont la définition évolue et souligne davantage le libre arbitre de l’individu par opposition au destin manifeste collectif fondé sur la prédestination calviniste. Ces mythes de vertu servent de justification morale à une rhétorique de la puissance et de la force qui fera l’objet de notre analyse dans notre seconde partie. Nous montrerons combien la permanence du récit de guerre et les nombreuses métaphores guerrières rendent compte d’un système de représentation du monde qui donne une signification mythique à la violence. Enfin, dans une troisième partie, nous verrons que seul le récit héroïque illustre l’alliance de la puissance et de la vertu et constitue finalement la trame narrative essentielle du mythe national de l’ère post-guerre froide. Nous conclurons sur la proposition que, si la fin de la guerre froide a favorisé le développement du mythe héroïque dans les discours présidentiels, celui-ci est enraciné dans la rhétorique de Ronald Reagan qui représente le point de rupture le plus significatif dans la production de la mythologie nationale récente ainsi que le point de départ de tout un cycle idéologique et politique. / Nations are based on myths, and in the United States, it is the president who is the “storyteller-in-chief” of those sacred stories whose function is to give sense to the existence of the national community. This dissertation offers to examine to what extent the end of the Cold War, which represents a breaking point in the mental representation of the nation, has produced a new discourse in national mythology in presidential speeches. Our research will focus more specifically on the notion that metaphors inform us on the shared beliefs of a given society as cognitive linguistics and critical discourse analysis have largely demonstrated. In our first part, we will concentrate on the myths of virtue and good, and more particularly on the use of religious language which has greatly increased over the period, and on the value of “freedom” that has remained the founding value of the American identity but whose definition has evolved to underline the notion of free will of individuals as opposed to the collective Manifest Destiny rooted in Calvinistic predestination. These myths serve as moral justifications to the rhetoric of power and strength that will be the object of our second part. We will show how the steady presence of war narratives and war metaphors ascribe mythical meaning to violence. Finally, in our third part, we will see how only the heroic narrative illustrates the fusion of the myths of power and virtue and actually constitutes the essential narrative framework in post-Cold War presidential speeches. We will then conclude on the proposition that while the heroic myth may have been fostered by the end of the Cold War, it originated in the rhetoric of Ronald Reagan that might be the most significant breaking point and the beginning of an entire new ideological and political cycle.

<p>This thesis is about special needs educational competence of educators working in collaborating teams within child and youth habilitation centres. The pedagogy of the moment stands for the decisions made by educators, based on their observations made when meeting the child in its different environments. These decisions build on educational theoretical and practical knowledge and experience developed through collaboration within interprofessional teams. The study was carried out through the use of focus groups consisting of professionals within different child and youth habilitation centres. The data consists of taped and transcribed focus groups discussions. Participants provided additional information concerning, estimations of the focus group session, their education and use of special needs educational assignments through additional questionnaires. The analysis focuses on how the educators conceptualise their competence and the dialogue in the group conversation. To facilitate the interactional analysis, a constructional key for the conversation was developed.</p><p>The educators within child and youth habilitation centers have not developed specific professional strategies, but instead, appear to have adapted a mission through structural means. Their competence appears contextually adapted and devel-oped within three spheres of activities. Their basic education is in the area of pre-school with theoretical focus on children’s normal development, pedagogical experience of working with groups of children, play and learning. On the basis of this background, together with experiences with toy library activities for children with disabilities, they have become one of the corner stone of child and youth habilitation centres of the 1980’s. In these centers, by tradition a mainly medical sphere of activity, they work in teams with family orientated habilitation, and have developed compe-tence for special needs educational intervention for children with disabilities. Special needs education is a supplementary field, which includes educators who are being trained for municipal operation. The educators use professional speech genres with colloquial language terminology, which is adjusted to its communicative context. The educators and their colleagues in the teams emphasize the importance of the educator bridging the medical, treatment and pedagogical contexts, together with a focus on child, parents and staff, at home and in preschool/school. A communicational genre has developed within the occupational group, where the educators reinforce rather than question each other when taking turns during interprofessional conversations. The competence of the educator is based on knowledge and experience when it comes to children, their development, play and learning. The thesis demonstrates that the main focus of the supplementary education increasingly lies on the pedagogical meeting with adults, mostly parents, around specific child. The practical pedagogical work for the child, playing as intervention as well as the specific special needs educational intervention is less conceptualised by the educators. They are requesting relevant research and theories to support their field of knowledge.</p>

In this thesis, the relationship between technological innovation and the development of language and thought is analysed. For this purpose, three different fields of technology are investigated: 1) the steam engine, 2) electricity, and 3) motor vehicles, roads and ways. They have all either played an extremely important part in people’s lives, or they are still essential to us. The overall aim is to find out in what ways these inventions and discoveries have helped people to develop abstract thinking and given speakers of English new possibilities to express themselves. Questions being asked are a) if the correlations in experience between the inventions and other domains have motivated new conceptual mappings? b) if the experiences that they provide people with may be used to re-experience certain conceptual mappings, and hence make them more deeply entrenched in people’s minds? and c) if the uses of them as cognitive tools have resulted in meaning extension in the English lexicon? The study is based on metaphoric and metonymic phrases collected from a number of different dictionaries. In the material a large number of metaphorical and metonymic expressions including terms connected to the inventions and discoveries that are part of this thesis are found. As is clear from the expressions, the steam engine, electricity, motor vehicles, roads and ways have all provided us with ample tools for structuring our thoughts, and for conveying our thoughts to others. Primarily, it seems to be the different functions of the discoveries and inventions, or the effects that they have on other objects that have motivated the mappings. In addition to analysing the cognitive role of the inventions that are part of this thesis, some general conclusions concerning the relationship between language, thought and world are suggested.

In my work as speech and language pathologist I often meet people emerging from coma andtheir experiences intrigue me. Coma is an eluding human condition that offers a challenge formodern science and our view on body and mind. In my Master project in Creative Writing Iwanted to try to enter this zone that is so hard for a clinician to reach: the personal experienceof being in a coma. By writing HUSK MIDAS I have tried to create a realistic fiction based onresearch on coma state and real-life stories of people waking up from coma.In my exploration of the coma state I found that lucid dreaming is common apart fromdreaming, many patients experience sensory inputs like sound and touch which aremisinterpreted and woven into dreams and creating a feeling of confusion and fear.Coma is a frequent theme in literature and film but is often depicted unrealistically andmisleadingly. A few works like Artur Lundkvist’s Journeys in Dream and Imagination andthe film The Descendents by Alexander Payne show a more reality based fiction. While themedical care has the responsibility to provide accurate information and make important healthcare decisions regardless of possible public misconceptions, fiction helps us to dramatize thecoma experience and bring to life this marginalized and otherwise non-communicable state ofthe human condition.

Over a thousand English metaphorical business terms collected from Longman Business English Dictionary, Dictionary of Economics, Macmillan Dictionary of Modern Economics and The Encyclopedical Lithuanian-English Dictionary of Banking and Commerce are analyzed in the Master’s thesis. Since often the same English terms can have multiple equivalents in Lithuanian language, it is essential to choose and consistently use the same terminology when translating. However, the analysis of authentic contemporary translations of such terms collected from Translation Memory of the European Commission's Directorate General for Translation and Donelaitis Parallel Corpus demonstrates that this rule is often ignored and various translation strategies are employed. Furthermore, multitude of proposed translations of such terms in the dictionaries shows that Lithuanian business terminology is still under development, but tendency not to preserve metaphoricity can be observed. / Magistro darbe nagrinėjama daugiau kaip tūkstantis metaforinių anglų kalbos verslo terminų, surinktų iš Longman Business English Dictionary, Ekonomikos terminų žodyno, Aiškinamojo ekonomikos anglų-lietuvių kalbų žodyno bei Lietuvių-anglų kalbų aiškinamojo bankinių ir komercinių terminų žodyno. Kadangi neretai tie patys angliški terminai lietuvių kalboje gali turėti kelis atitikmenis, verčiant ypač svarbu pasirinkti ir nuosekliai vartoti vienodą terminiją. Tačiau šiuolaikinių tokių terminų vertimų, surinktų iš Europos Komisijos generalinio vertimo direktorato vertimų atminčių bei Donelaičio lygiagrečiojo tekstyno, analizė rodo, kad ši taisyklė dažnai ignoruojama ir taikomos įvairios vertimo strategijos. Be to, žodynuose siūloma tokių terminų vertimų gausa rodo, kad lietuviškoji verslo terminija dar nėra nusistovėjusi, bet pastebima tendencija atsisakyti metaforiškumo.