The identification of target and source in pictorial metaphors

Forceville, Charles

doi:10.1016/s0378-2166(01)00007-8

Cited by 230 publications

(141 citation statements)

References 13 publications

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“…This is because, for approval of phenomenon as a metaphor; it should have subject, resource and characteristics (reason) considered to be attributed from resource to subject (Forceville, 2002). For instance, "academic writing is like being in a contest, I am behind the group that doesn't know where the front is" (Armstrong, 2008).…”

Section: Data Collectionmentioning

confidence: 99%

Metaphoric Perception of Gifted Students about Physical Education Course and Physical Education Teachers

Yilmaz¹,

Esentürk²,

Demir³

et al. 2017

JEL

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It is to determine the perception of the gifted students who participate to "Science and Art Center" about "Physical Education Course" and "Physical Education Teachers" via metaphors. The working group of the research consists of 48 students who participate Science and Art Center in 2014-2015 school years. Among the purposive sampling methods, criterion sampling method is used in choosing the working group. In the research, among the qualitative research approaches, phenomenological design is used. The data is gathered by semi-structured metaphor form and gathered data have been subjected to content analysis. It was seen that, toward the physical education, they described it in a way that includes positive qualifications as a good lecture, a mean of freedom, a source of life, an educating activity, a competition area and a natural event. It was determined that generally the students' perception towards physical education teachers are positive and they are described as a mentor, compassionate, fun, capable, knowing, hard-working and strong. It can be said that the students see the physical education more as a mean to have fun, to have great time and to move freely. The physical education teacher is also described as a mentor, compassionate and fun person.

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Section: Data Collectionmentioning

confidence: 99%

Metaphoric Perception of Gifted Students about Physical Education Course and Physical Education Teachers

Yilmaz¹,

Esentürk²,

Demir³

et al. 2017

JEL

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“…Carroll, unlike Kennedy and Whittock, moreover argues that visual metaphors differ from verbal ones in often allowing for reversal of target and source. In Forceville (2002a), expanding on earlier work (Forceville 1988(Forceville , 1994(Forceville , 1995(Forceville , 1996(Forceville , 2000, I in turn question Carroll's choice for visual 1 The topic of metaphor and music also has inspired studies over the past few years, but for lack of expertise in this area I will not dwell on these. For references, see Johnson and Larson 2003; see also Cook 1998, Zbikowski 2002, Thorau 2003, and Spitzer 2004the last one rather difficult for laymen.…”

Section: Multimodality Versus Monomodalitymentioning

confidence: 99%

Non-verbal and multimodal metaphor in a cognitivist framework: Agendas for research

Forceville¹,

Urios-Aparisi²

2006

Cognitive Linguistics: Current Applications and Future Perspectives

131

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Abstract. Cognitive metaphor theory (CMT) has over the past 25 years amply argued that we do not only write and speak but, more importantly, actually think in metaphors. If this tenet of CMT is correct, metaphor should necessarily manifest itself not just in language but also in other modes of communication, such as pictures, music, sounds, and gestures. However, non-verbal and multimodal metaphor have been far less extensively studied than their verbal sisters. The present article provides discussion of work done in this area, focusing on a number of issues that require further research. Some are specific for non-verbal and multimodal metaphor, others invite reconsideration in the realm of linguistic metaphor. These issues include the proposal to distinguish between monomodal and multimodal metaphor; reflections on the distinction between structural and creative metaphor; the question of how verbalizations of non-verbal or conceptual metaphors may affect their possible interpretation; thoughts as to how similarity is created between target and source once the realm of purely verbal discourse is left; and suggestions about the importance of genre for the construal and interpretation of metaphor; Keywords: Monomodal metaphor; multimodal metaphor; pictorial metaphor; structural versus creative metaphor; similarity in metaphor; genre.

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“…Three basic elements are mentioned that are important in developing a metaphor relationship (Forceville, 2002). These elements are: (1) the subject of metaphor, (2) its source and (3) the characteristics/relationships as reasons for likening the source and the subject of the metaphor.…”

Section: Data Collection Toolmentioning

confidence: 99%

Determining the Perceptions of Teacher Candidates on the Concepts of Science Course, Science Laboratory, Science Teacher and Science Student via Metaphors

Şadoğlu¹,

Durukan²

2018

International Journal of Research in Education and Science

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The identification of target and source in pictorial metaphors

Cited by 230 publications

References 13 publications

Metaphoric Perception of Gifted Students about Physical Education Course and Physical Education Teachers

Metaphoric Perception of Gifted Students about Physical Education Course and Physical Education Teachers

Non-verbal and multimodal metaphor in a cognitivist framework: Agendas for research

Determining the Perceptions of Teacher Candidates on the Concepts of Science Course, Science Laboratory, Science Teacher and Science Student via Metaphors

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