Cognition in (inter)action: multimodal metaphors produced during a lesson of German as a Foreign Language

Detalhes bibliográficos
Autor(a) principal: Barbosa, Adriana Fernandes
Data de Publicação: 2019
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Signo (Santa Cruz do Sul. Online)
Texto Completo: https://online.unisc.br/seer/index.php/signo/article/view/12713
Resumo: The article explore how metaphoricity is expressed through the multimodal metaphors produced by a German-native-speaker teacher and Brazilian learners of German as a Foreign Language when discussing possible metaphorical meanings of the preposition and verbal prefix über. The lesson, which was taught for undergraduates at a Brazilian university, was videotaped. The interactions were transcribed using the conventions GAT 2 and gestures were described based on Cienki (2010). Based on the concepts of Conceptual Fluency by Danesi (1995) as well as the dynamic aspects of metaphoricity by Müller and Cienki (2009), the analysis revealed how metaphor thinking is indeed embodied and how such embodiment can be explored in the classroom.
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spelling Cognition in (inter)action: multimodal metaphors produced during a lesson of German as a Foreign LanguageCognição em (inter)ação: metáforas multimodais produzidas durante uma aula de Alemão como Língua Estrangeiramultimodal metaphorsprepositions and verbal prefixesGerman as a Foreign Languagemetáforas multimodaispreposições e prefixos verbaisAlemão como Língua Estrangeira.The article explore how metaphoricity is expressed through the multimodal metaphors produced by a German-native-speaker teacher and Brazilian learners of German as a Foreign Language when discussing possible metaphorical meanings of the preposition and verbal prefix über. The lesson, which was taught for undergraduates at a Brazilian university, was videotaped. The interactions were transcribed using the conventions GAT 2 and gestures were described based on Cienki (2010). Based on the concepts of Conceptual Fluency by Danesi (1995) as well as the dynamic aspects of metaphoricity by Müller and Cienki (2009), the analysis revealed how metaphor thinking is indeed embodied and how such embodiment can be explored in the classroom.O artigo explora como a metaforicidade se expressa através de metáforas multimodais produzidas por um professor falante nativo de alemão e aprendizes brasileiros de Alemão como Língua Estrangeira ao discutir possíveis significados metafóricos da preposição e prefixo verbal über. A aula, que foi ministrada para alunos de graduação de uma universidade brasileira, foi filmada. As interações foram transcritas utilizando as convenções GAT 2 e os gestos foram descritos com base em Cienki (2010). Com base nos conceitos de Fluência Conceitual, de Danesi (1995), bem como os aspectos dinâmicos da metaforicidade de Müller e Cienki (2009), a análise revelou como o pensamento metafórico é realmente corporificado e como tal corporeidade pode ser explorada em sala de aula.Edunisc2019-01-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://online.unisc.br/seer/index.php/signo/article/view/1271310.17058/signo.v44i79.12713Signo; v. 44 n. 79 (2019): Metáforas Multimodais; 18-281982-2014reponame:Signo (Santa Cruz do Sul. Online)instname:Universidade de Santa Cruz do Sul (UNISC)instacron:UNISCenghttps://online.unisc.br/seer/index.php/signo/article/view/12713/pdf_1Copyright (c) 2019 Signoinfo:eu-repo/semantics/openAccessBarbosa, Adriana Fernandes2019-05-16T20:16:34Zoai:ojs.online.unisc.br:article/12713Revistahttp://online.unisc.br/seer/index.php/signohttp://online.unisc.br/seer/index.php/signo/oairgabriel@unisc.br||revistasigno.unisc@gmail.com1982-20140101-1812opendoar:2019-05-16T20:16:34Signo (Santa Cruz do Sul. Online) - Universidade de Santa Cruz do Sul (UNISC)false
dc.title.none.fl_str_mv Cognition in (inter)action: multimodal metaphors produced during a lesson of German as a Foreign Language
Cognição em (inter)ação: metáforas multimodais produzidas durante uma aula de Alemão como Língua Estrangeira
title Cognition in (inter)action: multimodal metaphors produced during a lesson of German as a Foreign Language
spellingShingle Cognition in (inter)action: multimodal metaphors produced during a lesson of German as a Foreign Language
Barbosa, Adriana Fernandes
multimodal metaphors
prepositions and verbal prefixes
German as a Foreign Language
metáforas multimodais
preposições e prefixos verbais
Alemão como Língua Estrangeira.
title_short Cognition in (inter)action: multimodal metaphors produced during a lesson of German as a Foreign Language
title_full Cognition in (inter)action: multimodal metaphors produced during a lesson of German as a Foreign Language
title_fullStr Cognition in (inter)action: multimodal metaphors produced during a lesson of German as a Foreign Language
title_full_unstemmed Cognition in (inter)action: multimodal metaphors produced during a lesson of German as a Foreign Language
title_sort Cognition in (inter)action: multimodal metaphors produced during a lesson of German as a Foreign Language
author Barbosa, Adriana Fernandes
author_facet Barbosa, Adriana Fernandes
author_role author
dc.contributor.author.fl_str_mv Barbosa, Adriana Fernandes
dc.subject.por.fl_str_mv multimodal metaphors
prepositions and verbal prefixes
German as a Foreign Language
metáforas multimodais
preposições e prefixos verbais
Alemão como Língua Estrangeira.
topic multimodal metaphors
prepositions and verbal prefixes
German as a Foreign Language
metáforas multimodais
preposições e prefixos verbais
Alemão como Língua Estrangeira.
description The article explore how metaphoricity is expressed through the multimodal metaphors produced by a German-native-speaker teacher and Brazilian learners of German as a Foreign Language when discussing possible metaphorical meanings of the preposition and verbal prefix über. The lesson, which was taught for undergraduates at a Brazilian university, was videotaped. The interactions were transcribed using the conventions GAT 2 and gestures were described based on Cienki (2010). Based on the concepts of Conceptual Fluency by Danesi (1995) as well as the dynamic aspects of metaphoricity by Müller and Cienki (2009), the analysis revealed how metaphor thinking is indeed embodied and how such embodiment can be explored in the classroom.
publishDate 2019
dc.date.none.fl_str_mv 2019-01-03
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://online.unisc.br/seer/index.php/signo/article/view/12713
10.17058/signo.v44i79.12713
url https://online.unisc.br/seer/index.php/signo/article/view/12713
identifier_str_mv 10.17058/signo.v44i79.12713
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://online.unisc.br/seer/index.php/signo/article/view/12713/pdf_1
dc.rights.driver.fl_str_mv Copyright (c) 2019 Signo
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Signo
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Edunisc
publisher.none.fl_str_mv Edunisc
dc.source.none.fl_str_mv Signo; v. 44 n. 79 (2019): Metáforas Multimodais; 18-28
1982-2014
reponame:Signo (Santa Cruz do Sul. Online)
instname:Universidade de Santa Cruz do Sul (UNISC)
instacron:UNISC
instname_str Universidade de Santa Cruz do Sul (UNISC)
instacron_str UNISC
institution UNISC
reponame_str Signo (Santa Cruz do Sul. Online)
collection Signo (Santa Cruz do Sul. Online)
repository.name.fl_str_mv Signo (Santa Cruz do Sul. Online) - Universidade de Santa Cruz do Sul (UNISC)
repository.mail.fl_str_mv rgabriel@unisc.br||revistasigno.unisc@gmail.com
_version_ 1800218791641088000

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