This dissertation explores the ongoing division between technical communication practitioners and academics by examining the conceptual metaphors that underlie their discourse in professional journals and textbooks. Beginning with a demonstration that conceptual metaphor theory as formulated by George Lakoff and Mark Johnson is a viable lens through which to engage in rhetorical (in addition to linguistic) analysis, the dissertation shows that academics and practitioners engage in radically different linguistic behaviors that result from the complex and often conflicting interplay of conceptual metaphors that guide their work. These metaphors carry assumptions about writers, texts, and communication that create covert tensions with the ethical value systems overtly embraced by both practitioners and academics. Chapter II looks at two professional publications written primarily by technical communicators for an audience of colleagues, and demonstrates that practitioners tend to use metaphors primarily centered around machines and money, objectifying both documents and people and reducing the processes of communication to a series of abstract mathematical influences. Chapter III looks at two technical communication journals with a more scholarly audience, and argues that academics participate in a much more convoluted conceptual system, embracing “humanist” language about communication that favors metaphors of human agency, physical presence, and complex social interaction; however, academics also participate in the abstracted, object-oriented metaphors favored by practitioners, leading to a particularly convoluted discourse both advocating and at odds with humanist social values. Chapter IV shows the practical consequences of these conflicting conceptual systems in several widely-used technical communication textbooks, arguing that academics inadvertently perpetuate the division between industry and academy with their tendency to use conceptual metaphors that contradict their social and ethical imperatives. This research suggests that a more detailed linguistic analysis may be a fruitful way of understanding and perhaps addressing the long-standing tensions between academics and practitioners in the field of technical communication.

Sojourners, or people who live in a foreign country for a limited period of time, must prepare to communicate effectively in a foreign culture. Current theory suggests that sojourners learn to develop primary social interaction schemas to prepare for intercultural communication. Because sojourners may not stay in a country long enough to develop schemas, sojourners could benefit from a tool designed to help them acquire schemas for their host countries. Conceptual and situation metaphors can help sojourners gain useful insights into the cultures they prepare to face. To investigate metaphors that may assist sojourners, international students studying in the United States were interviewed to uncover the metaphors they already used to describe their experiences, as well as to see if new metaphors could be created to assist future sojourners. The conceptual and situation metaphors uncovered are discussed in within the framework of schemas. / Master of Arts

Cette étude adopte une analyse cognitive et contrastive des métaphores de l'alimentation en arabe tunisien, en français et en anglais. Cette étude a pour objectif la comparaison des métaphores dans leurs cadres culturels tout en analysant l'effet du contexte socioculturel sur la compréhension et l'utilisation de ces métaphores. Cette étude part d'un corpus qui contient des expressions métaphoriques utilisant des termes en rapport avec l'alimentation. Ces termes incluent les différents types d'aliments et la description des expériences accompagnant l'alimentation. Le corpus a été collecté en consultant des dictionnaires pour le français et l'anglais dans les langues étudiées et en enregistrant des communications avec des sujets parlant la langue arabe tunisienne, où ils répondent à des questions portant sur l'utilisation des termes de l’alimentation. L'analyse qualitative du corpus est basée essentiellement sur les correspondances entre les domaines (cross-domain mapping) (Lakoff & Johnson, 1980 ; Lakoff, 1993) l'un des principaux axes sur lesquels la théorie de la métaphore conceptuelle est construite. L'étude est divisée en trois grandes étapes : 1-Une description et l'analyse des différentes métaphores de l'alimentation dans les trois langues tout en essayant d’extraire les différentes métaphores conceptuelles et en expliquant leur rôle en interaction avec la théorie de l’incorporation (embodiment) : Johnson, 1987 ; Lakoff & Johnson, 1999 ; Maalej, 2004) dans la compréhension et l'utilisation de ces métaphores. 2- Une comparaison de ces métaphores en se basant sur le modèle postulé par Kövecses (2005) analysant la variation métaphorique et l'effet du contexte culturel. Ce modèle étudie les différents aspects de variation métaphorique entre langues/cultures. Ces aspects sont les domaines source et cible, les relations entre la source et la cible, les métaphores linguistiques, les correspondances et modèles culturels. 3- Une investigation de l'effet du contexte socioculturel sur la compréhension et l'utilisation des métaphores de l'alimentation a lieu à travers une étude basée sur la décomposition des différentes métaphores étudiées en métaphores simples et métaphores complexes. Ce modèle développé par Yu (2008) démontre à travers une étude comparative des métaphores conceptuelles l’existence d’un filtre culturel qui permet l’apparition ou l’absence de certaines métaphores spécifiques à la langue/culture en question. / This study adopts a cognitive contrastive analysis of English, French and Tunisian Arabic (for short TA) food metaphors corpora. The three main objectives of the present study are: 1) reveal the cognitive tools governing the understanding of food metaphors across the three languages. 2) sort out and compare the different target domains of food in the three languages with a particular focus on universality and variation. 3) address through variation, the impact of the socio-cultural context on metaphors understanding, use, creation and recreation. Investigating the conceptual role of food expressions, the impact of culture and the interaction between mind, body and culture is the common point among the main objectives of the present research. The study started with collecting a corpus of food-related terms used metaphorically in context. The data collection relied on written and spoken material. The corpus was then analysed qualitatively on the basis of the cross-domain mapping. The study investigated the pertinence of food and related practices in conceptualizing abstract experiences and then being a depository of familiar experiences ready for being created and recreated to frame newly abstract domains and situations. By doing so, the present work defined the role of the socio-cultural settings in metaphorical thought and reviewed the ways through which the context shapes metaphor use and understanding.

This dissertation draws upon local aesthetic attitudes held by members of the elder generation of first-language Scottish Gaelic speakers in Cape Breton Island, Canada towards various forms of communally-based cultural expression as conceived through metaphor. Through such engagement one begins to sense the central role of emplaced identity alongside embodied experience in describing these forms. In many ways, to the ethnographic fieldworker, this is uncharted territory. Here fieldwork functions within emic models of the cèilidh (visit) through collective social engagement in seanchas, an intracultural form of metalinguistic and metacultural discourse. Such a methodological approach facilitates in unveiling an intersubjective understanding of past, present and future acts, the forging of collective identity in the social world and finding meaning in cultural expression. In the context of this dissertation, what began as a seanchas-based exploration into local ethnoaesthetic attitudes revealed a wealth of metaphor in various abstractions arising out of our shared discourse. Such organically yet creatively conceived metaphors function between that which is symbolic and habitual, capable of crossing the boundaries of genre and breaking-down the partitions of that which is at once deemed abstract and concrete. Through the conceptual metaphor theories of George Lakoff and Mark Johnson among others, this works employs a dynamic system of interpretation that, when working in this ethnolinguistic context, makes full use of the available body of cultural and linguistic knowledge both synchronically and diachronically. This ethnography of metaphor, therefore, follows a pathway arising out of a sequential understanding of sensory experience in interpreting both identity and aesthetic thought as expressed by these Scottish Gaels. Beginning with individual orientation in time and space through cultural, social and emotional engagement with both the physical and cognitive landscape, the ethnography goes on to explore both a synaesthetic and kinaesthetic awareness of the various ways in which we conceive expressive sound in its flow. Within this conceptual metaphor framework a system is unveiled in which the expression of communal tradition is seen as emanating from a shared cridhe (heart/centre). Subsequently, the transmission of this knowledge is conceptualised among encultured individuals as capable of being metaphorically eaten and, therefore, (re)internalised in the body. Such an understanding is intrinsically linked to the mutual aesthetic appreciation of language and music through their blas (taste). Ultimately, these metaphors are rooted in an integrated system oriented towards the collective attainment of social wellbeing and a principal desire to sustain that which they serve to describe.

Metaphor is an important tool for describing musical structure and interpretation. Recent research suggests that metaphor goes beyond a linguistic device; we use conceptual metaphor frameworks and cross-domain mapping based upon our embodied experiences to understand our world around us. I review the linguistic origins of metaphor theory and show how the purview of metaphor theory has recently extended into cognitive domains through a case study, primarily using the work of metaphor scholar Zoltán Kövecses. I then review how two prominent music theorists--Michael Spitzer and Lawrence Zbikowski--have developed current theories of metaphor to refine their approach to music analysis. These sources provide an effective backdrop into my case study of isomorphic conceptual underpinnings of metaphors used in two prominent analytical essays in music theory, Donald F. Tovey's, "Tonality" and David Lewin's "Music Theory, Phenomenology, and Modes of Perception." Finally I utilize conceptual metaphor and cross-domain mapping to support my analysis of the tonal role of C♯/D♭ in Beethoven String Quartet No. 7 in F Major, op. 59, no. 1, first movement, and hexatonic cycles in Schubert Piano Trio in E♭ Major, D. 929, first movement. My analyses aim to elucidate the isomorphic aspects of evocative and useful metaphors in music analysis that help us engage with music in a deeper, nuanced manner.

In this study, I will examine the beliefs and conceptual understanding of instructors and students from two abstract algebra classes. This research takes the form of a case study in which I answer four research questions, each addressing a relationship between instruction and beliefs or conceptual understanding. Specifically, these research questions are: 1. What beliefs do the instructors have about math, teaching, and learning and what relationship exists between these beliefs and instructional practice? 2. What is the relationship between instructional practice and students' beliefs about math, teaching, and learning? 3. What conceptual metaphors do the professors use to describe isomorphisms and homomorphisms and what relationship exists between these metaphors and the mathematical content in instruction? 4. What is the relationship between the mathematical content in instruction and conceptual metaphors the students use to describe isomorphisms and homomorphisms? In terms of beliefs, the instructors articulated considered positions on the nature of math, math learning, and math teaching. These beliefs were clearly reflected in their overall approaches to teaching. However, their instruction shifted in practice over the course of the semester. Students' beliefs seemed to shift slightly as a result of the ways their instructors taught. However, their core beliefs about math seemed unchanged and some lessons students took away were similar in the two classes. In terms of conceptual understanding, the instructors provided many conceptual metaphors that related to how they understood isomorphism. They struggled more to provide an image for homomorphism, which requires thinking about a more complicated mathematical object. Their understandings of isomorphism and homomorphism were largely reflected in their instruction with some notable differences. Students took away similar understandings of isomorphism to the instructors, but did not all take away the same level of structural understanding of homomorphism. In short, relationships between instructors' beliefs and instruction and between instructors' conceptual understanding and instruction were evident. However, certain elements were not made as clear as they perhaps intended. Relationships between instruction and students' beliefs and between instruction and students' conceptual understanding were also evident. However, relationships between instruction and beliefs were subtler than between instruction and conceptual understanding. / Doctor of Philosophy / In this study, I will examine the beliefs and conceptual understanding of instructors and students from two abstract algebra classes. I address four relationships: between instructors’ beliefs and instruction, between instruction and students’ beliefs, between instructors’ conceptual understanding and instruction, and between instruction and students’ conceptual understanding. Relationships between instructors’ beliefs and instruction and between instructors’ conceptual understanding and instruction were evident. However, certain elements were not made as clear as they perhaps intended. Relationships between instruction and students’ beliefs and between instruction and students’ conceptual understanding were also evident. However, relationships between instruction and beliefs were subtler than between instruction and conceptual understanding.

A presente pesquisa tem por objetivo investigar como a palavra paz é entendida, em termos de conceito, pelo Conselho de Segurança da Organização das Nações Unidas. Para tanto, são analisados trinta e sete relatórios oficiais produzidos pelo Conselho de Segurança, no período de agosto de 1994 a junho de 2009, acerca das missões de paz realizadas em trinta e uma regiões/países que apresentavam ameaça à paz e à segurança internacionais durante aquele período. De acordo com a Conselheira Gilda Santos Neves, chefe da Divisão das Nações Unidas do Ministério das Relações Exteriores, em seu texto O Brasil e a Criação da Comissão para a Consolidação da Paz (2008), a paz é algo que se consolida e não se constrói. Tal posição norteia a presente pesquisa, uma vez que o objetivo aqui é mapear as expressões linguísticas realizadas através da palavra paz. As bases teóricas desta pesquisa encontram-se fundamentadas na teoria da metáfora cognitiva, de Lakoff e Johnson (1980), bem como no estudo de Deignan (2005) em seu livro intitulado Metaphor and Corpus Linguistics, que visa a fornecer os benefícios que a abordagem cognitiva de metáforas pode obter através da análise de corpora digitalizados. Após compilar os relatórios do Conselho de Segurança e prepará-los para serem lidos pelo programa computacional WordSmith Tools 3.0, foram extraídas todas as ocorrências da palavra paz dos referidos relatórios. Das 686 ocorrências geradas, foram deixadas para análise somente aquelas com sentido metafórico e, no total, nove esquemas conceptuais foram construídos. A pesquisa feita sugere que, para o Conselho de Segurança, a paz é algo profundamente desejado tanto pela população das zonas de conflito quanto pela comunidade internacional. No entanto, a paz não é facilmente construída ou estabelecida. Alcançar a paz implica seguir um processo com diferentes etapas, ou seja, com início, meio e fim, bem como superar obstáculos e retrocessos que surgem no meio do caminho. Para tanto, diversos investimentos têm de ser feitos por todos aqueles envolvidos e realmente interessados na paz mundial. Por fim, vê-se que a visão da Conselheira Gilda Santos Neves, de acordo com as metáforas aqui analisadas, está correta, já que, conforme apontam os resultados do presente estudo, o conceito de paz, para o Conselho de Segurança, não é o de algo a ser construído do zero / The present research aims at investigating how the word peace is understood, in terms of meaning, by the Security Council of the United Nations. In order to do so, thirty seven official reports written by the Security Council, from August 1994 to June 2009, about the peace missions in thirty one areas/countries which presented threat to international peace and to international security during that period are analyzed. According to the Counselour Gilda Santos Neves, Head of UN Division, Ministry of External Relations, in her book O Brasil e a Criação da Comissão para a Consolidação da Paz (2008), peace is something which is consolidated, not built. This statement guides the present research, as the aim here is to map the linguistic expressions realized through the word peace. This research draws on the theory of the cognitive metaphor, by Lakoff and Johnson (1980), as well as the study proposed by Deignan (2005) in her book entitled Metaphor and Corpus Linguistics, which aims at providing the benefits the cognitive metaphor approach can obtain through the analysis of digitalized corpora. After compiling the reports of the Security Council and preparing them to be read by the software used, all the occurrences of the word peace were extracted. From 686 occurrences found, only the ones with metaphorical meanings were taken into consideration and nine conceptual metaphors were created altogether. The research suggests that, for the Security Council, peace is deeply desired not only by the population of the conflict zones but also by the international community. In spite of this fact, peace is not easily built or established. Achieving peace implies following a process with different phases, as well as overcoming obstacles and drawbacks which appear in the middle of the course. Therefore, several investments must be made by everyone involved and interested in global peace. Finally, it can be concluded that, according to the metaphors analysed here, the point of view of the Counselor Gilda Santos Neves is right, as the results of this study show that the concept of peace, for the Security Council, is not of something which must be built from its very beginning

According to the Body-Specificity Hypothesis, experiences of habitual motor fluency cause people to associate positive valence with their dominant hand side and confer positive valence to items located on their dominant hand side (Casasanto, 2009). Can ongoing motor experience impact this association in the absence of visually lateralized stimuli? In Experiment 1, participants flipped cards using one hand and rated the image on each card with respect to how well it was described by positive or negative personal characteristics. Contrary to our predictions, participant’s ratings were not biased by the hand that they used during the trial. In Experiment 2, the task was almost entirely the same, though participants wore a slippery glove on their dominant hand to reduce the perceived motor fluency of the dominant hand. Again, participant’s ratings were not biased by the relative motor fluency of the hand used during the trial. Results indicate that ongoing motor activity may not be sufficient to activate body specific preferences in the absence of visually lateralized stimuli. / text

SILVA, Téofilo Roberto da. Estudo descritivo da realização das metáforas política externa é guerra e política externa é comércio. 2011. 125f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2011. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-08-18T16:04:28Z No. of bitstreams: 1 2011_dis_trsilva.pdf: 1749331 bytes, checksum: 7c1ce6f02d14ae4fad815e1a0c1c352f (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-08-18T16:52:48Z (GMT) No. of bitstreams: 1 2011_dis_trsilva.pdf: 1749331 bytes, checksum: 7c1ce6f02d14ae4fad815e1a0c1c352f (MD5) / Made available in DSpace on 2014-08-18T16:52:48Z (GMT). No. of bitstreams: 1 2011_dis_trsilva.pdf: 1749331 bytes, checksum: 7c1ce6f02d14ae4fad815e1a0c1c352f (MD5) Previous issue date: 2011 / The conceptual metaphor theory proposed by Lakoff and Johnson (1980) triggered researches which aimed to investigate metaphor as an element for reasoning. It is from this perspective that this study has analyzed the metaphors INTERNATIONAL POLITICS IS WAR and INTERNATIONAL POLITICS IS COMMERCE. It was hypothesized that the concepts WAR and COMMERCE are central to the conceptualization of INTERNATIONAL POLITICS. Initially we discussed the definition for metaphor from the Cognitive Linguistics perspective. Then, we described the research procedure. The corpus analyzed consists of excerpts extracted from Veja magazine texts published online in the first and third quarters of 2009. We compiled the text excerpts with the help of the Wordsmith tools suite of programs. We identified the elements belonging to the three conceptual domains which structure the metaphors in study as well as the conceptual correspondences these domains establish. The analysis of the metaphorical mappings has revealed that the concepts WAR and COMMERCE are indispensable in the structuring of the concept INTERNATIONAL POLITICS. The identified conceptual mappings form a coherent net of metaphors as well as of metonymies. The domains are inextricably linked and related to each other by means of metaphorical and metonymical projections. These two cognitive mechanisms work together in structuring the target concept INTERNATIONAL POLITICS. We found out that the three domains share a common conceptualization, and it is possible to categorize them as INTERACTION WITH PURPOSES. The relationship that exists between the domains makes possible a better understanding of the concept INTERNATIONAL POLITICS. The metaphorical conceptualization of INTERNATIONAL POLITICS is not only compatible with the theoretical understanding of politics but also with the dynamics of foreign relations, in which economic and military power go hand in hand. / A Teoria da Metáfora Conceptual (TMC) proposta por Lakoff e Johnson (1980) inaugurou pesquisas tendo como objeto de investigação a metáfora como elemento do raciocínio. Nesta perspectiva, este estudo analisou as metáforas POLÍTICA EXTERNA É GUERRA e POLÍTICA EXTERNA É COMÉRCIO. Para tanto, partiu-se da hipótese de que os conceitos GUERRA e COMÉRCIO são centrais na conceptualização de POLÍTICA EXTERNA. Inicialmente, discutiu-se o conceito da metáfora pela perspectiva da Linguística Cognitiva. Em seguida, descreveram-se os procedimentos da pesquisa. O corpus analisado são exemplos retirados de textos da revista Veja on-line publicados no primeiro e terceiro trimestres de 2009. A coleta dos exemplos foi realizada com a ajuda da suíte de programas WordSmith tools. Foram identificados os elementos constituintes dos três domínios que estruturam as metáforas como também as correspondências conceptuais estabelecidas entre eles. Os resultados revelados pela análise das metáforas indicaram que POLÍTICA EXTERNA é um conceito cuja construção não prescinde dos domínios GUERRA e COMÉRCIO. Os mapeamentos conceptuais identificados formam uma rede coerente tanto de metáforas como de metonímias. Os domínios se mostram fortemente imbricados e se relacionam através de projeções metafóricas e metonímicas. Esses dois mecanismos da cognição atuam conjuntamente na estruturação do conceito-alvo POLÍTICA EXTERNA. Verificou-se que os três domínios compartilham uma conceptualização comum, sendo possível categorizá-los como INTERAÇÕES COM PROPÓSITOS. A correspondência existente entre os domínios possibilitam uma melhor compreensão do conceito POLÍTICA EXTERNA. A conceptualização metafórica de POLÍTICA EXTERNA não só é compatível com a compreensão teórica de política, como também com a própria dinâmica das relações internacionais, em que o poder econômico anda de mãos dadas com o poder militar.

A presente pesquisa tem por objetivo investigar como a palavra paz é entendida, em termos de conceito, pelo Conselho de Segurança da Organização das Nações Unidas. Para tanto, são analisados trinta e sete relatórios oficiais produzidos pelo Conselho de Segurança, no período de agosto de 1994 a junho de 2009, acerca das missões de paz realizadas em trinta e uma regiões/países que apresentavam ameaça à paz e à segurança internacionais durante aquele período. De acordo com a Conselheira Gilda Santos Neves, chefe da Divisão das Nações Unidas do Ministério das Relações Exteriores, em seu texto O Brasil e a Criação da Comissão para a Consolidação da Paz (2008), a paz é algo que se consolida e não se constrói. Tal posição norteia a presente pesquisa, uma vez que o objetivo aqui é mapear as expressões linguísticas realizadas através da palavra paz. As bases teóricas desta pesquisa encontram-se fundamentadas na teoria da metáfora cognitiva, de Lakoff e Johnson (1980), bem como no estudo de Deignan (2005) em seu livro intitulado Metaphor and Corpus Linguistics, que visa a fornecer os benefícios que a abordagem cognitiva de metáforas pode obter através da análise de corpora digitalizados. Após compilar os relatórios do Conselho de Segurança e prepará-los para serem lidos pelo programa computacional WordSmith Tools 3.0, foram extraídas todas as ocorrências da palavra paz dos referidos relatórios. Das 686 ocorrências geradas, foram deixadas para análise somente aquelas com sentido metafórico e, no total, nove esquemas conceptuais foram construídos. A pesquisa feita sugere que, para o Conselho de Segurança, a paz é algo profundamente desejado tanto pela população das zonas de conflito quanto pela comunidade internacional. No entanto, a paz não é facilmente construída ou estabelecida. Alcançar a paz implica seguir um processo com diferentes etapas, ou seja, com início, meio e fim, bem como superar obstáculos e retrocessos que surgem no meio do caminho. Para tanto, diversos investimentos têm de ser feitos por todos aqueles envolvidos e realmente interessados na paz mundial. Por fim, vê-se que a visão da Conselheira Gilda Santos Neves, de acordo com as metáforas aqui analisadas, está correta, já que, conforme apontam os resultados do presente estudo, o conceito de paz, para o Conselho de Segurança, não é o de algo a ser construído do zero / The present research aims at investigating how the word peace is understood, in terms of meaning, by the Security Council of the United Nations. In order to do so, thirty seven official reports written by the Security Council, from August 1994 to June 2009, about the peace missions in thirty one areas/countries which presented threat to international peace and to international security during that period are analyzed. According to the Counselour Gilda Santos Neves, Head of UN Division, Ministry of External Relations, in her book O Brasil e a Criação da Comissão para a Consolidação da Paz (2008), peace is something which is consolidated, not built. This statement guides the present research, as the aim here is to map the linguistic expressions realized through the word peace. This research draws on the theory of the cognitive metaphor, by Lakoff and Johnson (1980), as well as the study proposed by Deignan (2005) in her book entitled Metaphor and Corpus Linguistics, which aims at providing the benefits the cognitive metaphor approach can obtain through the analysis of digitalized corpora. After compiling the reports of the Security Council and preparing them to be read by the software used, all the occurrences of the word peace were extracted. From 686 occurrences found, only the ones with metaphorical meanings were taken into consideration and nine conceptual metaphors were created altogether. The research suggests that, for the Security Council, peace is deeply desired not only by the population of the conflict zones but also by the international community. In spite of this fact, peace is not easily built or established. Achieving peace implies following a process with different phases, as well as overcoming obstacles and drawbacks which appear in the middle of the course. Therefore, several investments must be made by everyone involved and interested in global peace. Finally, it can be concluded that, according to the metaphors analysed here, the point of view of the Counselor Gilda Santos Neves is right, as the results of this study show that the concept of peace, for the Security Council, is not of something which must be built from its very beginning