“A TEACHER IS A GARDENER”: METAPHORIC CONCEPTUALIZATIONS OF “TEACHER/ TEACHING” IN INTERNET MEMES AND METAPHOR NICHES
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Linguagem em Foco (Online) |
Texto Completo: | https://revistas.uece.br/index.php/linguagememfoco/article/view/1102 |
Resumo: | This paper proposes a reflection on the argumentative effects of metaphor, from the overall perspective of Cognitive Linguistics. The focus is on the way in which a given cognitive-discursive orientation can be approached in this area of study, which contemplates the interweaving between the cognitive and discursive dimensions of metaphorical language. To explore this goal, we have analyzed a corpus formed by internet memes and metaphor niches about teaching and education, in which figurative language is characterized by situated metaphors, intertwined with frames and conceptual metaphors. The analysis seeks to identify the elements of the online dimension of cognition (vehicles and situated metaphors) and those of the off-fline dimension: conceptual metaphors and underlying frames. The results seem to corroborate the hypothesis that the cognitive-discursive thread woven by the articulation between stable and unstable instances of cognition conducts, with clear rhetorical force, a certain way of looking at the target domain, according to the intended point-of-view |
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Revista Linguagem em Foco (Online) |
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“A TEACHER IS A GARDENER”: METAPHORIC CONCEPTUALIZATIONS OF “TEACHER/ TEACHING” IN INTERNET MEMES AND METAPHOR NICHESMetaphorMappingsCognitionArgumentationThis paper proposes a reflection on the argumentative effects of metaphor, from the overall perspective of Cognitive Linguistics. The focus is on the way in which a given cognitive-discursive orientation can be approached in this area of study, which contemplates the interweaving between the cognitive and discursive dimensions of metaphorical language. To explore this goal, we have analyzed a corpus formed by internet memes and metaphor niches about teaching and education, in which figurative language is characterized by situated metaphors, intertwined with frames and conceptual metaphors. The analysis seeks to identify the elements of the online dimension of cognition (vehicles and situated metaphors) and those of the off-fline dimension: conceptual metaphors and underlying frames. The results seem to corroborate the hypothesis that the cognitive-discursive thread woven by the articulation between stable and unstable instances of cognition conducts, with clear rhetorical force, a certain way of looking at the target domain, according to the intended point-of-viewEdUECE2019-02-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uece.br/index.php/linguagememfoco/article/view/1102Revista Linguagem em Foco; Vol. 10 No. 2 (2018): Linguagem em Foco - Volume Temático: Metáfora e Multimodalidade; 13-24Revista Linguagem em Foco; v. 10 n. 2 (2018): Linguagem em Foco - Volume Temático: Metáfora e Multimodalidade; 13-242674-82662176-7955reponame:Revista Linguagem em Foco (Online)instname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/linguagememfoco/article/view/1102/890Copyright (c) 2019 Solange Verezahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessVereza, Solange2021-03-23T17:44:39Zoai:ojs.revistas.uece.br:article/1102Revistahttps://revistas.uece.br/index.php/linguagememfocoPUBhttps://revistas.uece.br/index.php/linguagememfoco/oailinguagememfoco@uece.br||2674-82662176-7955opendoar:2021-03-23T17:44:39Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE)false |
dc.title.none.fl_str_mv |
“A TEACHER IS A GARDENER”: METAPHORIC CONCEPTUALIZATIONS OF “TEACHER/ TEACHING” IN INTERNET MEMES AND METAPHOR NICHES |
title |
“A TEACHER IS A GARDENER”: METAPHORIC CONCEPTUALIZATIONS OF “TEACHER/ TEACHING” IN INTERNET MEMES AND METAPHOR NICHES |
spellingShingle |
“A TEACHER IS A GARDENER”: METAPHORIC CONCEPTUALIZATIONS OF “TEACHER/ TEACHING” IN INTERNET MEMES AND METAPHOR NICHES Vereza, Solange Metaphor Mappings Cognition Argumentation |
title_short |
“A TEACHER IS A GARDENER”: METAPHORIC CONCEPTUALIZATIONS OF “TEACHER/ TEACHING” IN INTERNET MEMES AND METAPHOR NICHES |
title_full |
“A TEACHER IS A GARDENER”: METAPHORIC CONCEPTUALIZATIONS OF “TEACHER/ TEACHING” IN INTERNET MEMES AND METAPHOR NICHES |
title_fullStr |
“A TEACHER IS A GARDENER”: METAPHORIC CONCEPTUALIZATIONS OF “TEACHER/ TEACHING” IN INTERNET MEMES AND METAPHOR NICHES |
title_full_unstemmed |
“A TEACHER IS A GARDENER”: METAPHORIC CONCEPTUALIZATIONS OF “TEACHER/ TEACHING” IN INTERNET MEMES AND METAPHOR NICHES |
title_sort |
“A TEACHER IS A GARDENER”: METAPHORIC CONCEPTUALIZATIONS OF “TEACHER/ TEACHING” IN INTERNET MEMES AND METAPHOR NICHES |
author |
Vereza, Solange |
author_facet |
Vereza, Solange |
author_role |
author |
dc.contributor.author.fl_str_mv |
Vereza, Solange |
dc.subject.por.fl_str_mv |
Metaphor Mappings Cognition Argumentation |
topic |
Metaphor Mappings Cognition Argumentation |
description |
This paper proposes a reflection on the argumentative effects of metaphor, from the overall perspective of Cognitive Linguistics. The focus is on the way in which a given cognitive-discursive orientation can be approached in this area of study, which contemplates the interweaving between the cognitive and discursive dimensions of metaphorical language. To explore this goal, we have analyzed a corpus formed by internet memes and metaphor niches about teaching and education, in which figurative language is characterized by situated metaphors, intertwined with frames and conceptual metaphors. The analysis seeks to identify the elements of the online dimension of cognition (vehicles and situated metaphors) and those of the off-fline dimension: conceptual metaphors and underlying frames. The results seem to corroborate the hypothesis that the cognitive-discursive thread woven by the articulation between stable and unstable instances of cognition conducts, with clear rhetorical force, a certain way of looking at the target domain, according to the intended point-of-view |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-02-23 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.uece.br/index.php/linguagememfoco/article/view/1102 |
url |
https://revistas.uece.br/index.php/linguagememfoco/article/view/1102 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uece.br/index.php/linguagememfoco/article/view/1102/890 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Solange Vereza https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Solange Vereza https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
EdUECE |
publisher.none.fl_str_mv |
EdUECE |
dc.source.none.fl_str_mv |
Revista Linguagem em Foco; Vol. 10 No. 2 (2018): Linguagem em Foco - Volume Temático: Metáfora e Multimodalidade; 13-24 Revista Linguagem em Foco; v. 10 n. 2 (2018): Linguagem em Foco - Volume Temático: Metáfora e Multimodalidade; 13-24 2674-8266 2176-7955 reponame:Revista Linguagem em Foco (Online) instname:Universidade Estadual do Ceará (UECE) instacron:UECE |
instname_str |
Universidade Estadual do Ceará (UECE) |
instacron_str |
UECE |
institution |
UECE |
reponame_str |
Revista Linguagem em Foco (Online) |
collection |
Revista Linguagem em Foco (Online) |
repository.name.fl_str_mv |
Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE) |
repository.mail.fl_str_mv |
linguagememfoco@uece.br|| |
_version_ |
1797068887074799616 |