Conceptual Metaphors as Motivation for Proverbs Lexical Polysemy

Lemghari, El Mustapha

doi:10.11648/j.ijll.20170503.11

Cited by 6 publications

(2 citation statements)

References 8 publications

(13 reference statements)

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“…In our literature review, only one theoretical study was found addressing how people comprehend conceptual mappings within proverbs. In this study, Lemghari (2017) discussed and demonstrated the effect of conceptual mappings in the polysemy of proverbs, considering specific contexts. Drawing from existing literature, the author associated proverbs' polysemy with their underlying conceptual mappings, positing that these mappings play a partial role in motivating polysemy.…”

Section: Theoretical Backgroundmentioning

confidence: 94%

Where there’s a proverb, there are many conceptual mappings

Girardi Ferrari,

Siqueira

2023

Crossroads

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This paper explores how metaphorical and metonymic mappings are recognised as part of proverbs’ meanings in Brazilian Portuguese. Six proverbs were analysed from the perspective of Conceptual Metaphor Theory. The underlying conceptual mappings of these proverbs were suggested and categorised into primary metaphorical, complex metaphorical, and metonymic. Two psycholinguistic tasks were conducted with 112 adults aiming at determining to what extent these mappings were identified as part of the proverbs’ meanings. Results suggest that underlying conceptual mappings were well identified and associated with the proverbs’ meanings. For some items, complex mappings generated lower identification rates as compared to primary and metonymic ones. Statistical differences in participants’ judgments were found when contrasting the three types of mappings. Our results support the idea that participants can identify conceptual mappings and associate them with their meanings in proverbs when prompted to do so. However, their judgments vary across different types of mappings.

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Section: Theoretical Backgroundmentioning

confidence: 94%

Where there’s a proverb, there are many conceptual mappings

Girardi Ferrari,

Siqueira

2023

Crossroads

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“…In this sense, foreign language teachers should also be familiar with the speech acts and connotations in the target language (Thanasoulas, 2001). Notwithstanding that proverbs emerge from shared cultural wisdom (Norrick, 2014), they spring from community rules and ethics (Lemghari, 2017) and judgments made in different situations by the members of a society (Sarıgül & Ashton-Hay, 2005). Because of the fact that proverbs are regarded as a rich heritage of collective thinking, experience, and value system of the society; they stand for traditional responses to repeated ethical problems verbally transmitting cultural values for generations with an oral history (Kurt, 1992).…”

Section: Proverbs and Culture In Foreign Language Teachingmentioning

confidence: 99%

Investigating EFL teachers’ perceptions of teaching English proverbs in EFL classes: A cross-cultural study

KİMSESİZ

2021

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

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Emerging from the experiences of a specific society, proverbs commonly mirror certain cultural signs of the traditions, beliefs, and values of that society. This appears as one of the ways of teaching the target culture through building intercultural connections in English as a foreign language (EFL) classes. Correspondingly, this study reserves two aims: First, to investigate the perceptions of Turkish EFL teachers on teaching English proverbs for intercultural relations and the frequency of using English proverbs in EFL classes and second, to examine the ideas of English native-speaker language teachers residing in Turkey about the intercultural role of learning and using proverbs in learning Turkish. To that end, 65 English teachers participated in a likert-scale pattern of two questionnaires and 4 native English lecturers were e-mail interviewed. The data collected from the participants is analysed and described related to the qualitative and quantitative research procedure of the instruments. The study revealed that for culture teaching in EFL classes, teachers favoured teaching proverbs and they believed that teaching proverbs was effective in improving learners' language skills, grammar and vocabulary learning in learning an L2. As a second finding, native English lecturers were also positive towards learning Turkish proverbs as cultural connectors. Hence, the study accentuates the realization that proverbs can be effectively employed in teaching culture and evoking cultural relations between native language and the target language, plus in improving L2 skills and studies.

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Vers un modèle étendu de l’intégration conceptuelle des expressions multi-métaphoriques

Lemghari

2020

SHS Web Conf.

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Cet article traite du sens métaphorique des expressions complexes. Il part du constat que la Théorie de la Métaphore Conceptuelle et la Théorie de l’Intégration Conceptuelle échouent à expliquer le processus à la base de l’émergence du sens des expressions multi-métaphoriques. D’une part, la Théorie de la Métaphore Conceptuelle n’explique pas la nature de la combinaison des métaphores à la base du sens des expressions complexes. D’autre part, la Théorie de l’Intégration Conceptuelle ne pose pas que les espaces mentaux comportent des éléments métaphoriques. Notre objectif est de fusionner ces deux théories en un modèle étendu. Ce modèle postule que l’intégration conceptuelle opère sur des espaces mentaux métaphoriques et génère des métaphores nouvelles qui structurent le sens des expressions et déterminent leurs forces illocutionnaires spécifiques. Nous appliquerons ce modèle à l’expression proverbiale « Jelly in a vise » et au proverbe « Pierre qui roule n’amasse pas mousse ». Ce choix est motivé par la pluralité de sens qui leur est reconnue dans la littérature sur le sujet.

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Conceptual Metaphors as Motivation for Proverbs Lexical Polysemy

Cited by 6 publications

References 8 publications

Where there’s a proverb, there are many conceptual mappings

Where there’s a proverb, there are many conceptual mappings

Investigating EFL teachers’ perceptions of teaching English proverbs in EFL classes: A cross-cultural study

Vers un modèle étendu de l’intégration conceptuelle des expressions multi-métaphoriques

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