As the 2016 Brexit referendum was an election largely decided by the use of language, there was merit in examining how the Leave campaign had managed to be successful. Therefore, this study asks how one of the leave campaign's main figure heads, Boris Johnson, used metaphors to frame the relationship between Britain and the EU. In addition, the ascribed conceptual role of each party was investigated. To determine this, the metaphorical framing in a pivotal speech was examined by using conceptual metaphor theory. Firstly, several linguistic metaphors were identified by using an established metaphor identification process. After careful analysis, two separate patterns in these metaphors were found and subsequently, suitable conceptual metaphors were suggested. The one relating to the relationship between Britain and the EU was proposed as AUTONOMY IS FREEDOM OF MOVEMENT. In other words, there were several linguistic metaphors exhibiting the conceptual pattern that the EU restricted Britain's freedom of movement and that this described the more abstract notion of Britain's lack of autonomy. Thus, in his speech, Boris Johnson conveyed the idea that there was an imbalance of power weighted in favour of the EU. The second conceptual metaphor, which denotes the role of the EU, was proposed as THE EU IS A MACHINE. This implies that the EU is an emotionless, non-sentient and thoughtless operation that does not inspire warmth or a sense of belonging. This pattern was not as solid as the restriction of movement pattern but other, corroborating, evidence was found. Finally, the role of Britain in the speech was not referred to using metaphors but by personal pronouns, first-person plural. This achieves the opposite effect to the conceptual metaphor THE EU IS A MACHINE. Hence, by repeatedly using we and us when referencing Britain, Boris Johnson humanises the country as he tries to foster a group feeling, a sense of togetherness. These findings highlight how politicians use the tools of linguistics to influence the electorate. Britain's unexpected exit out of the European Union had a huge impact on millions of people so it is crucial to understand how the Leave campaign had managed to swing the vote in their favour. This study shines a light on some of the techniques used to win the referendum.

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Personal development is a rapidly growing industry. Nearly half of the world’s population has met with a psychiatrist, psychologist or psychotherapist, which indicates that what these people say has an enormous impact on our society. In my study I will scrutinize the view of the world which is presented by four of the world’s most successful gurus in the industry of personal development: Steve Jobs, David Goggins, Denzel Washington and Tony Robbins. This will be done by analyzing their use of metaphors as well as the potential consequences these might have for the listeners. I have analyzed the metaphors in accordance with Lakoff and Johnson’s conceptual metaphor theory (CMT) and compared the results with each other. My results show that all of these gurus use the metaphor LIFE IS A JOURNEY, which can generate motivation. They also see motivation as fluent, that is, as something which comes and goes. This can also be considered to have motivating effects. Another interesting finding is that our results are described as consequences of our decisions, which the psychologist Julian Rotter calls internal locus of control. This has been shown to increase performance and responsibility.

The aim of this essay is determining and describing some of the semantic domains of the concept of action. Action belongs to the type of abstract nouns with unclear semantic domains. In other words, there are difficulties in determining the precise semantic patterns that the word ‘action’ refers to. In order to shed light on the semantic domains of action, a collection of metaphors using words for body parts has been studied. In metaphor, action can be denoted, described or used to denote or describe something else. That means semantic references to actions can be contained within metaphoric expressions, not the least in metaphors applying words for body parts. This study focuses on hands, feet and fingers. Their respective conceptual models are analysed, to see how they pertain to action as a phenomenon. The discussion subsequently identifies the semantic patterns that relate to how these body parts are conceptualised in the English language. The semantic domains inferred are related to neuropsychology, in order to show how similar patterns have been identified and described in relation to action. The conclusion of this essay is that the semantic domains of space, time, motion and intention are referred to as integral to the meaning of action. In other words, that which is denoted by the word ‘action’ is a movement that occurs in a conceptual space and time, with an intention. As the study shows, also metaphors that describe or denote inactivity adhere to this pattern in reversed form.

This essay investigates the author’s translation of a non-fiction text about literary theory. The study examines the metaphors found in the original text and how they have been translated from English to Swedish.  The analysis uses Lakoff and Johnson’s (1980) description of conceptual metaphors to categorize the metaphors found in the text. Conceptual metaphor theory suggests that the understanding of metaphor is mainly based on cultural experience which complicates the translatability of metaphors. In addition, the investigation draws on Newmark’s (1981) prescriptive framework for translation studies and Schäffner’s (2004) study on micro- and macro-level metaphors.   The findings in this essay suggest that the most common type of conceptual metaphor in the translated text is the ontological metaphor, probably due to the high number of personifications. The findings also indicate that three translation strategies are preferred when translating metaphors, namely to reproduce the same image in the target language, to replace the image in the source language with a standard image in the target language, and to convert metaphor to sense. The results also suggest that changes on the macro-level seem unavoidable unless it is possible to reproduce the same image as in the target language and that changes on the micro-level might occur even if the macro-level is the same in both the source text and target text. However, no certain conclusions are made due to the limited sample of metaphors in the study.

Through a direct application of two cognitive science theories, conceptual metaphor (Lakoff & Johnson, 1980, 1999) and structure mapping (Gentner, 1983, 1989; Gentner & Markman, 1995), this project defined an instructional design model for the design, development, and assessment of metaphor-enhanced, computer-mediated learning environments. It used the model to produce an instructional product with a metaphor-based interface. The project also built a parallel learning environment that employed a concept map interface. To test the metaphor-based product's effectiveness at enabling learners to build rich mental models of a complex, abstract concept, the project ran fifty-seven preservice teachers (55 female, 2 male; mean age of 21) through the instruction, randomly assigning half to the concept map interface environment and half to the metaphor-based interface environment. Participants completed four essay-type assessment questions. Trained raters, blind to participant assignment, isolated any of the 13 targeted concepts present within participants' protocols and, through consensus, constructed a concept map for each participant, representing that participant's mental model of the targeted domain. Map attributes were translated into four weighted subscores (nodes, branches, levels, and cross-links) and summed. Comparison across the two groups indicated no significant difference for richness of mental model, t(55)=-.72, p > .05, although the discussion suggests methods for increasing the power in subsequent experimental sessions. A significant interaction between Subscore and Achievement, F(3,51)=33.42, p < .01, suggests that concept map cross-links are much more sensitive to differences in domain integration and the general richness of a participant's mental model than the level and branch subscores. This result has implications for classroom application. Concept maps have taken a place as a learner's, a teacher's, and a researcher's tool. With cross-domain validation and domain-specific extensions, specification of the relative sensitivity of various subscales, that is, the structure of the concept map, will enable educators to justify weighting scales and identify learner achievement. Credible concept map weighting scales also enhance learners' self-reliant and impartial assessment of personal growth in domain-specific knowledge. Results suggest that learners who have difficulty integrating domain concepts require direct, explicit instruction to help them to make connections between disparate conceptual strands. / Ph. D.

Выпускная квалификационная работа на тему «Метафорика эмоций в лирике М. Ю.Лермонтова и Дж. Г. Байрона» выполнена на 96 страницах, содержит 8 таблиц и 10 рисунков. Объектом исследования являются метафора как особый художественный прием, используемый в русской и английской поэзии. Предметом – те метафоры в стихотворениях М. Ю. Лермонтова и Дж. Г. Байрона, которые раскрывают чувства и эмоции лирического героя. Целью данной выпускной работы является сопоставительный анализ метафорики двух поэтов-романтиков начала XIX века (русско- и англоязычного). / The final qualifying work on the topic "Metaphorics of emotions in the lyrics of M. Yu. Lermontov and J. G. Byron" is made on 96 pages, contains 8 tables and 10 figures. The object of the study is metaphor as a special artistic technique used in Russian and English poetry. The subject is those metaphors in the poems of M. Yu Lermontov and J. G. Byron, which reveal the feelings and emotions of the lyrical hero. The purpose of this graduation paper is a comparative analysis of the metaphorics of two romantic poets of the early XIX century (Russian and English).

This study examines the relationship between the metaphor in the title and the content of T.T. Cloete’s Volume of Poetry titled Met die aarde praat. It will be demonstrated that the volume title as global metaphor is an integral part of the textual element of the text, that it also fulfills a hermeneutical function in respect to the text in that it offers clues and insights into reading and understanding of the poems or volume contents. In light of the aforementioned metaphor theory is investigated on three levels: on a cognitive or conceptual level, on a linguistic/textual level and on a communicative level. The titles and mottos of the eight sections frame the sections as well as refer to themes and provide clues to reading and understanding the individual poems or volume contents. Section titles are framed by the volume title and often interact with the volume title as global metaphor and together. / Afrikaans and Theory of Literature

This study examines the relationship between the metaphor in the title and the content of T.T. Cloete’s Volume of Poetry titled Met die aarde praat. It will be demonstrated that the volume title as global metaphor is an integral part of the textual element of the text, that it also fulfills a hermeneutical function in respect to the text in that it offers clues and insights into reading and understanding of the poems or volume contents. In light of the aforementioned metaphor theory is investigated on three levels: on a cognitive or conceptual level, on a linguistic/textual level and on a communicative level. The titles and mottos of the eight sections frame the sections as well as refer to themes and provide clues to reading and understanding the individual poems or volume contents. Section titles are framed by the volume title and often interact with the volume title as global metaphor and together. / Afrikaans and Theory of Literature

Since the publication of the seminal work by Lakoff and Johnson (1980a), Metaphors we live by, countless research has been done on metaphor. This research was conducted because, in the past, metaphor was considered a deviant and poetic device that could be used only by those who were skilful. These scholars offered another view: metaphor is a matter of thought. They showed that linguistic metaphor is the manifestation of conceptual metaphors that are in our subconscious mind and are found in every day language. In other words, metaphors are a revelation of how we think. Linguists and translation scholars claim that it is a challenge to translate metaphor. The main objective of this study is to determine how conceptual metaphor theory can contribute towards the development of translation in African languages. The study seeks to identify conceptual metaphors in Nelson Mandela’s autobiography, Long Walk to Freedom, which was written in English, and then analyse how these were translated into isiXhosa and isiZulu. This implies that this study involves a corpus. In identifying metaphors from the source text a Metaphor Identification Procedure Vrije Universiteit (MIPVU), which was conceived by Steen and his colleagues at the Vrije Universiteit Amsterdam, was used (Steen et al 2010). ParaConc concordancer was used to investigate and compare how the metaphors were translated. The results showed that most metaphors were translated the same way in isiXhosa and isiZulu, which implies that the translators conceptualised the metaphors in the same way. These results revealed that the translators’ styles were similar. This confirms the fact that the two languages are related. As scholars in earlier research indicated, metaphors in translation pose a problem, yet the translators of Mandela’s book successfully met this challenge. They were able to render the metaphors in their respective languages in an acceptable manner. They tried to adhere to the style of the source text writer, but traces of their own style are evident in the texts. / Linguistics and Modern Languages