T he objective of this chapter is to explore the relevance of cognitive linguistics for teaching [noun] + [noun] constructions to French learners of English for Specific Purposes (ESP), and more specifically, for process engineering. After a review of research on Compound Nouns (CNs) and explicit versus implicit learning, three basic tenets of cognitive linguistics are highlighted: the encyclopedic meaning of words (i.e. drawing on specialised knowledge in order to understand [noun] + [noun] compounds), the continuum between grammar and lexicon (learning CNs as terms, rather than as a grammar rule), and the symbolic nature of language (explaining CNs graphically). This chapter then reports on a case study of the use of [noun] + [noun] constructions by French learners of English for process engineering. Learners received explicit instruction on compound noun formation in two conditions: the experimental group (eight students) were taught via a cognitive-semantic approach, while the control group (eight students) received training in grammar (morphosyntactic approach). Data include CNs produced by the learners in summaries based on note-taking from specialised videos and in slideshows for internship presentations. Analysis and discussion claim an advantage for the experimental group in terms of implicit learning of specialised CNs, stylistic accuracy, and relevance of the graphical representation of CNs.
Explicit and implicit ethical issues in the reports of the Intergovernmental Panel on Climate Change: the example of the "tipping points" metaphor Questions éthiques explicites et implicites dans les rapports du GIEC : l'exemple de la métaphore des « points de bascule »
Lakoff et Johnson (1980), en montrant comment les métaphores de la vie quotidienne structurent notre pensée, ont ouvert la rhétorique à des domaines d'application nouveaux, dont la didactique. Pour cerner le potentiel entre métaphore et Recherche-Action, nous avons distribué aux étudiants de DEUG scientifique de Grenoble I un questionnaire, pour lequel les résultats quantitatifs ont permis de dégager en priorité un besoin d'ouverture, l'ouverture étant justement la métaphore la plus fréquemment rencontrée dans les réponses libres. A partir de ces résultats, nous avons suggéré des lignes d'action pour mieux adapter au profil de nos étudiants un enseignement en auto-formation guidée. Les métaphores, de par leur fonction de médiation entre les représentations mentales de nos étudiants d'une part, et notre pratique pédagogique de l'autre, apparaissent donc comme un outil efficace pour la Recherche-Action.
Scientific writing is often thought to employ a "plain style", for researchers and for literary critics alike. The development of scientific models and the increasing power of computers have changed this picture, so that nowadays both the philosophy of science and cognitive linguistics stress the part played by analogy in the construction of theory-constitutive metaphors for experimental as well as engineering sciences. The objective of this article is to define the "scientific" character of the style adopted by a given discourse genre thanks to its use of theoryconstitutive metaphors. In order to do this we will analyse the part played by this type of metaphors in research articles, popular science and scientifically-based fiction. We will show that the same theory-constitutive metaphors are present in all the genres reviewed, although their main function may change. In research articles they underlie theoretical models, thereby playing a part in building scientific knowledge, whereas in popular science they give a global picture of theories, and in science-based fiction they can provide one of the main springs of the plot.
ce chapitre porte sur le fonctionnement des termes métaphoriques dans les domaines spécialisés, en prenant comme domaine d’application le changement climatique, appréhendé à travers le cinquième rapport du Groupe international d’études sur le climat (GIEC, 2013-14). L’analyse porte sur trois points. Tout d’abord, les termes métaphoriques constituent 15% de l’ensemble des entrées des glossaires, dans le cinquième rapport du GIEC, ce qui indique un potentiel néonymique avéré. Ensuite, les définitions contenues dans les glossaires permettent d’établir une typologie allant des termes métaphoriques fondés sur des similarités (carotte glaciaire) ou des anthropomorphismes (empreinte carbone) à des analogies fonctionnelles (effet rebond), des métaphores conceptuelles (horizon temporel) et des métaphores constitutives des théories (les scénarios). Enfin, l’examen des termes métaphoriques constitutifs de théories montrent la force des interactions entre économie et sciences du climat au sein du domaine du changement climatique.
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