This study examines how the meanings of onomatopoeic phrasal verbs are created and in which register these verbs are most frequently used. Through the study of previous research on the subject qualities of onomatopoeia and phrasal verbs are identified. Based on this a framework for identifying phrasal verbs and categorizing the meanings of onomatopoeic verbs and particles was created. Using the Corpus of Contemporary American English (COCA), a study of concordance lines and frequency in different registers was carried out on 50 onomatopoeic phrasal verbs. These verbs were constructed from ten mono-syllabic onomatopoeic verbs and three opposite pairs of spatial adverbs. The study found that several metaphorical meanings of the onomatopoeic verbs examined were not listed in the Oxford English Dictionary (OED). The meanings of the particles were strongly linked to metaphorical structures.The conclusion of this study was that onomatopoeic verbs possess a flexibility that allows them to create a variety of different meanings. Furthermore, the types of meaning can be categorized after a pattern, although this pattern is often not found in the dictionary. The onomatopoeic phrasal verbs studied were most frequent in the fiction register, more so than other phrasal verbs. Understanding of the metaphorical nature of particles such as up and down is imperative to understand how the meaning of a phrasal verb is created. This should be taken into consideration when teaching English as a second language or creating a dictionary.

<p>This essay deals with translation issues arising when translating a German source text – situated within the field of media communication and political science – into Swedish. More specifically, it focuses on translation problems and solutions in regard to extended participial modifiers and metaphorical expressions.From a translation perspective, complex German pre-nominal participial modifiers are known to pose a challenge to Swedish translators. This depends on language-specific restrictions within the nominal domain. In linguistic translation literature, it is commonly held, that complex pre-nominal participial modifiers cause – in Vinay & Darbelnet’s (1977) terminology – 'transpositions', yielding a Swedish relative clause. This widely held assumption again proved to be right. In some cases, however, other structural options were made use of such as abbreviated (participial) clauses. Also, depending on the complexity of the modifier, transpositions were involved which crossed one or more sentence boundaries. In contrast to complex nominal phrases with pre-nominal participial modifiers, metaphors are usually considered to be stylistically inappropriate in academic discourse. However, a closer examination of the metaphorical expressions appearing in the source text showed that they are almost without exception lexicalized or conventionalized and, therefore, not particularly artistic or daring. The analysis of the translation procedures involved when translating metaphorical expressions was limited to metaphors linked to the area of politics and career, mainly stemming from the conceptual domains: POLITICS IS WAR/A GAME and CAREER IS A JOURNEY. The analysis shows that German and Swedish have similar metaphors, building on those exact concepts. Still, literal translation was not applied in each and every case. In some cases, a neutral periphrasis or a formal equivalent was employed which resulted in a loss or change of some of the semantic aspects inherent to the original metaphor.</p><p>Keywords: <em>translation, nominal phrases, extended modifiers, metaphors</em></p>

Consumers consistently pursue new beginnings regarding health, financial wellbeing, and personal growth. Conceptual metaphors like the "fresh start" can be powerful tools for reframing problems and motivating behaviors (Coulter and Zaltman 2000; Lakoff and Johnson 1980; Landau, Keefer and Meier 2010; Thibodeau and Boroditsky 2011), and are frequently featured in movies, blogs, strategic marketing communication, and products. However, research has not examined whether fresh starts can indeed help consumers set new goals and improve their performance. This dissertation seeks to explore the role of the fresh start metaphor in consumers' lives. In Chapter 2, I define the fresh start as consumers' pursuit of new beginnings, and develop a reliable scale distinct from related constructs such as optimism, hope, entity theory and psychological closure. I find that consumers who score higher on the fresh start scale focus on the future more optimistically, report higher intentions to set new goals, and increase efforts toward health and financial budgeting. In Chapter 3, I investigate whether actively engaging the metaphor of the fresh start can change consumer outcomes. I find that when participants are prompted to activate a fresh start they expect to perform better on a challenging task (e.g., losing weight or saving money) because it increases their belief that present obstacles will have less hold in the future. I also find that a fresh start translates into performance improvements when participants perform poorly on a task in a personally important domain, and self-efficacy mediates the effect. Overall, results provide strong support for the role of the fresh start as a powerful tool that consumers can use to improve well-being, overcome poor performance, set new goals, and transform for the better.

O principal objetivo desta pesquisa foi a verificação de caminhos para o desenvolvimento dos trabalhos de preparação e de criação do ator. Os estudos sobre a \"Metáfora\" (Lakoff & Johnson) foi chave para relacionar alguns aspectos observados no ar manifesto com os trabalhos de preparação e criação, estimulando impulsos criadores e delineando campos de ideias para o desenvolvimento de treinamentos psicofísicos e improvisacionais. Como síntese de todo o processo de pesquisa, as distintas camadas \"sistêmicas\" (Vieira, 2006) do fazer teatral aglutinaram-se em um resultado cênico no qual os procedimentos investigados serviram de base para a criação. / The main goal of this research was to check ways to develop the preparation and the creation actor´s work. The metaphor studies (Lakoff &Johnson) was the key for a relationship between some aspects observed of the air manifest and the preparation and creation work, stimulating creators impulses and outline idea fields to develop a psychophysical and improvisational training. As a synthesis of the whole research process, the distinct \"sistemic\" layers (Vieira, 2006) of the theatrical composition agglutinated in a scenic result in which the procedures investigated assisted as a creation basis.

A presente Dissertação tem por objetivo estudar as metáforas geradas em um corpus jornalístico da Economia. Para tanto, esta Dissertação foi realizada na perspectiva teórica de pesquisas que envolvem a metáfora, sobretudo, como fator de cognição, o que permitiu realizarmos uma análise dos termos coletados na Base de Termos da Economia, constituída no âmbito do Projeto Observatório de Neologismos Científicos do Português Contemporâneo. A metodologia empregada na análise dos termos permitiu uma investigação sistemática dos conceitos circunscritos nas unidades referentes ao corpus em análise, a qual resultou em um \"mapeamento\" cognitivo das unidades compreendidas nesta área, possibilitando, dessa forma, verificar qual é a função da metáfora nesse tipo de especialidade. Para tanto, selecionamos as unidades polissêmicas da Base, a fim de verificarmos quais eram os principais conceitos abrangidos nos termos em estudo. Feitos a seleção e o agrupamento de campos conceituais metafóricos, passamos à análise das unidades, a qual revelou que a metáfora em Economia parece cumprir, sobretudo, uma função didática, facilitando por meio da analogia a compreensão dessa área de especialidade. / The present dissertation aims to study the metaphors in a journalistic corpus in economics. This research was based on the cognitive metaphor theory. The terms were collected in the Base de Termos da Economia (Projeto Observatório de Neologismos Científicos do Português Contemporâneo). The methodology used in the analysis of the terms allowed us make a systematic investigation on the concepts in this kind of terminology, which resulted in a \"cognitive map\" of the metaphors of the discipline. This \"cognitive map\" also provided conditions to verify the role of metaphor in economics. In order to reach these results, we selected the polysemous units of Base de Termos da Economia to verify the concepts of these terms. After this process, we agrouped the conceptual metaphors (metaphoric fields) to make an analysis of these units, which revealed that metaphor in economics serves a didactic purpose, to make the terms easily understandable for a wide audience through analogical thinking process.

This research study explores the ways in which articulations of belonging are expressed by a small number of second year education undergraduates in a post-1992 university in the UK. Issues of student engagement and belonging in Higher Education (HE) have been the subject of research within recent years as a way to enhance rates of student retention and success, as the Widening Participation agenda has realised a changing demographic within the traditional student body. This study focuses on the First Generation Student (FGS), as reflective of the non-traditional student, who is subject to a negative framing within the educational literary discourse. The research adopts a metaphorical lens to locate the FGS as migrant within the HE landscape and to consider HE institutional efforts to foster a sense of belonging, as a strategic tool for success, as a colonising process. Working within an ecological framing of the topic, the study focuses on the differing contexts within which the research participants operate and considers the impact these have upon student engagement with the university. As a way to foreground respectful working with research participants, a person-centred approach has been employed, using a narrative inquiry methodological framework. Voices of the participants, as narrators, are privileged within this study in order to afford them the opportunity to add to the ongoing conversation on belonging. Creative strategies, based upon photo- and metaphor-elicitation, have been employed to facilitate discussion of the abstract and intangible concept of belonging and to provide a participatory nature to this research study. Findings signal a strong resolve by these narrators to overcome obstacles in their path to success within what is often an unfamiliar terrain within HE. The potentiality of the individual is privileged, showing strengths that are brought to the world of study which are often unrecognised by university practices. The affective dimension of belonging is emphasised within the research and metaphors of belonging, articulated by the narrators, offer alternative conceptual structurings which privilege aspects to do with security and adventure. Such insights afford opportunities to view belonging from differing perspectives, to re-figure ways in which students see themselves within HE processes, and to alert staff and personnel to new ways in which they might view the non-traditional student. Aspects of valuing the diversity of students and of a person-centred approach to working are viewed as key to creating the possibilities for belonging.

A presente Dissertação tem por objetivo estudar as metáforas geradas em um corpus jornalístico da Economia. Para tanto, esta Dissertação foi realizada na perspectiva teórica de pesquisas que envolvem a metáfora, sobretudo, como fator de cognição, o que permitiu realizarmos uma análise dos termos coletados na Base de Termos da Economia, constituída no âmbito do Projeto Observatório de Neologismos Científicos do Português Contemporâneo. A metodologia empregada na análise dos termos permitiu uma investigação sistemática dos conceitos circunscritos nas unidades referentes ao corpus em análise, a qual resultou em um \"mapeamento\" cognitivo das unidades compreendidas nesta área, possibilitando, dessa forma, verificar qual é a função da metáfora nesse tipo de especialidade. Para tanto, selecionamos as unidades polissêmicas da Base, a fim de verificarmos quais eram os principais conceitos abrangidos nos termos em estudo. Feitos a seleção e o agrupamento de campos conceituais metafóricos, passamos à análise das unidades, a qual revelou que a metáfora em Economia parece cumprir, sobretudo, uma função didática, facilitando por meio da analogia a compreensão dessa área de especialidade. / The present dissertation aims to study the metaphors in a journalistic corpus in economics. This research was based on the cognitive metaphor theory. The terms were collected in the Base de Termos da Economia (Projeto Observatório de Neologismos Científicos do Português Contemporâneo). The methodology used in the analysis of the terms allowed us make a systematic investigation on the concepts in this kind of terminology, which resulted in a \"cognitive map\" of the metaphors of the discipline. This \"cognitive map\" also provided conditions to verify the role of metaphor in economics. In order to reach these results, we selected the polysemous units of Base de Termos da Economia to verify the concepts of these terms. After this process, we agrouped the conceptual metaphors (metaphoric fields) to make an analysis of these units, which revealed that metaphor in economics serves a didactic purpose, to make the terms easily understandable for a wide audience through analogical thinking process.

To Know Worship and Love is the religious instruction curriculum produced and mandated for use by the Archdiocese of Melbourne. The primary series comprises a Teaching Companion and Student Text for every level of education, Preparatory to Year 6. This study undertakes examination of the series to determine if biblical metaphors for God which contain a physical vehicle are used and presented within it in accord with the accepted exegetical practices of the Church. The study begins by examining Church documents that pertain to both religious instruction and Scripture to determine a set of principles which should guide the use of Scripture. Notable among the six principles elucidated is the expectation that the use of Scripture should reflect accepted exegetical practices of the Church. These are defined as those which enable a clear understanding of the literal sense of Scripture, as ascertained through use of the Historical-Critical method. In order to come to a sound understanding of the literal sense of metaphors, the study reviews how they work and what results from their use. Such a review is important for two reasons. First, in the finding that metaphors for God prompt the formation of a concept of God, the need for their valid interpretation in religious instruction is stressed. Second, it enables the articulation of eight specific requirements for the interpretation of biblical metaphors for God. Subsequent examination of the series against what is required reveals that of the eight requirements, only one is provided within the series. No unit or activity identifies the sixty-three biblical metaphors cited in the series and no unit teaches students how they work to communicate meaning. No unit provides information of the vehicles used within their historical setting and no unit explains the historical circumstances which gave rise to the dominance of certain metaphors. In order to explain why biblical metaphors for God are presented so poorly in To Know Worship and Love, the use of Scripture generally in the series is examined against the six principles drawn from Church documents. The finding that the series does not observe the principles which should guide the use of Scripture, in particular, the finding that the series does not use accepted exegetical practices of the Church, provides significant insight into the inadequate presentation of metaphors. The study concludes by making three recommendations. First, it recommends that a process of rewriting To Know Worship and Love must be undertaken immediately. Second, it recommends that the use and placement of Scripture in religious instruction programmes in the future adhere to the six principles of the Church outlined in this study. Third, it recommends that the clear and accurate teaching of what metaphors and how they work be made a priority in religious instruction programmes.

<p>The aim of this study was to look at English media football commentary and find out what metaphors are used and what purpose they serve. To this end, match reports of two Premier League matches in eight different English newspapers have been used. The metaphors found therein have been analysed and compared to current theories of metaphor forms and function. In these match reports both structural, ontological and orientational metaphors exist. They are drawn from a wide variety of source domains, although the domains of physical fight, military conflict and animal behaviour are particularly prominent. The function of metaphor in this context seems primarily to be to interpret facts in a way that make them palatable to the reader.</p>

When studying the molecular aspect of the life sciences, learners must be introduced to somewhat inaccessible phenomena that occur at the sub-micro scale. Despite the difficulties, students need to be familiar with and understand the highly dynamic nature of molecular processes. Thus, external representations1 (ERs) can be considered unavoidable and essential tools for student learning. Besides meeting the challenge of interpreting external representations, learners also encounter a large array of abstract concepts2, which are challenging to understand (Orgill &amp; Bodner, 2004). Both teachers and learners use metaphorical language as a way to relate these abstract phenomena to more familiar ones from everyday life. Scientific papers, as well as textbooks and popular science articles, are packed with metaphors, analogies and intentional expressions. Like ERs, the use of metaphors and analogies is inevitable and necessary when communicating knowledge concerning molecular phenomena. Therefore, a large body of published research related to metaphors concerns science teachers’ and textbook writers’ interpretation and use of metaphors (Harrison &amp; Treagust, 2006). In this paper we present a theoretical framework for examining metaphorical language use in relation to abstract phenomena and external representations. The framework was verified by using it to analyse students’ meaning-making in relation to an animation representing the sub-microscopic and abstract process of ATP-synthesis in Oxidative Phosphorylation. We seek to discover the animator’s intentions while designing the animation and to identify the metaphors that students use while interacting with the animation. Two of these metaphors serve as examples of a metaphor analysis, in which the characteristics of metaphors are outlined. To our knowledge,  no strategies to identify and understand the characteristics, benefits, and potential pitfalls of particular metaphors have, to date, been presented in science education research. Our aspiration is to contribute valuable insights into metaphorical language use at the interface between external representations, molecular processes, and student learning.