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| 2. |
- Boström, Per, 1982-
(författare)
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”Det här är ju dött tåg liksom…” : en studie av metaforer för ROMANTISK KÄRLEK i talad svenska
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this study is to investigate the metaphorization of ROMANTIC LOVE in spoken Swedish. The study is based on 4 semi-structured focus group conversations with participants in two age groups; 24–33 and 50–54. A Swedish short film and questions related to the film were used as stimuli for the conversations. Research questions asked are 1) How is the concept of ROMANTIC LOVE metaphorized in the recorded group conversations? 2) How does the metaphorization vary between the conversations? and 3) What cultural model for ROMANTIC LOVE in the conversations can be reconstructed based on identified metaphorizations? The study is situated within Cognitive Linguistics and the framework of Conceptual Metaphor Theory and a Discourse Dynamics Approach to Metaphor. Consequently, metaphor is seen as a cognitive, linguistic, socio-cultural and discursive phenomenon, where metaphorization is a dynamic process that develops, adapts and flows within the conversations and between the participants. Accordingly, the identified metaphorizations are considered to be influenced by the speakers and their embodied experiences, their embodied cognition, the discourse event, and socio-cultural aspects of metaphorization. The focus of the present study, ROMANTIC LOVE, is considered as a dynamic concept based on philosophical, feminist, psychological and metaphorical research. Metaphors are identified through a discourse dynamic version of MIP and MIPVU.From the analyses, 6 systematic metaphors are proposed, where ROMANTIC LOVE is metaphorized as a PHYSICAL OBJECT (incl. as a POSSESSION and as a LIVING ORGANISM), as a CONTAINER (incl. CONSTRUCTION and BODY as a CONTAINER), as TRAVELLING together (with primary focus on TRAVELLING together rather than SOURCE or TARGET), as a UNITY (with focus on how a UNITY is ESTABLISHED, MAINTAINED and DISSOLVED, ideally by two COMPATIBLE partners), as a PHYSICAL and NATURAL FORCE and as a DISEASE (where LOVE can affect a person’s perception and sanity). In addition, ROMANTIC LOVE is, in a small number of expressions, metaphorized as a CRIME, as a PHYSICAL CONFLICT and as a GAME. The variation in metaphorization is small between the conversations. Some metaphorizations seem to be related to the age of the participants. ROMANTIC LOVE ismoreover something people usually have influence over and in some ways can control. In total, 780 metaphorical expressions and 9 source domains are identified. Departing from the interplay betweenmetaphorization and culture, a cultural model for ROMANTIC LOVE is reconstructed, where a multifaceted, embodied and experiential concept of ROMANTIC LOVE emerges.
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- Johansson Falck, Marlene
(författare)
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Embodied experience and the teaching and learning of L2 prepositions : a case study of abstract in and on
- 2018
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Ingår i: What is applied cognitive linguistics?. - Berlin : Mouton de Gruyter. - 9783110569711 - 9783110572186 - 9783110569896 ; , s. 287-304
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Bokkapitel (refereegranskat)abstract
- How can body-world knowledge be used to facilitate the teaching and learning of abstract L2 prepositions? What role do learners' embodied understandings of the abstract relationships that are construed by means of the prepositions play? How can the teaching and learning of prepositions be made fun?This chapter discusses the results of two corpus linguistic analyses of abstract in and on instances (Johansson Falck 2014, in press) as well as two small-scale, qualitative studies in which Swedish L2 learners of English were asked to discuss, draw and gesture their embodied understandings of some of the categories of abstract in and on instances that fell from the corpus data.The corpus analyses show that abstract in and on instances fall into categories of related concepts that are systematically related to specific types of body-world knowledge. Some types of abstract concepts are consistently construed as containers (used with in), and others as supporting surfaces (used with on). The subsequent interventions with the Swedish L2 learners then showed that discussions about the embodied motivations for the categories of abstract in and on instances are useful starting points for learning the patterns of abstract in and on in a playful, creative and collaborative way. The learners' self-reports suggest that the approach has positive effects on learning.
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| 4. |
- Johansson Falck, Marlene
(författare)
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Embodied motivations for abstract in and on constructions
- 2017
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Ingår i: Constructing families of constructions. - Amsterdam : John Benjamins Publishing Company. - 9789027246745 - 9789027265654 ; , s. 53-76
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Bokkapitel (refereegranskat)abstract
- This chapter investigates the relationship between abstract in and on constructions (i.e. grammatical form and meaning pairings (cf. Langacker 1987: 409; Goldberg 2005: 3) and body-world knowledge. Abstract in and on instances retrieved from the British National Corpus (BNC) are analyzed to identify what types of abstract concepts are construed as containing entities (used with the English preposition/particle in) and what types of abstract concepts are construed as objects/supporting surfaces (used with the preposition/particle on). Analyses show that abstract in and on constructions fall into families of constructions that refer to related concepts, and that these, in turn, are connected with specific types of embodied experiences. Body-world knowledge thus provides a principled way of explaining the constructions.
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| 5. |
- Johansson Falck, Marlene
(författare)
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From ecological cognition to language : When and why do speakers use words metaphorically?
- 2018
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Ingår i: Metaphor and Symbol. - : Taylor & Francis Group. - 1092-6488 .- 1532-7868. ; 33:2, s. 61-84
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Tidskriftsartikel (refereegranskat)abstract
- The idea that metaphorical meaning is guided by speakers’ experiences of the world is central to Conceptual Metaphor Theory. Yet little is known about the ways in which speakers’ understandings of objects in the world around them influence how they use words in metaphorical and nonmetaphorical ways. This article is a corpus linguistic analysis of the collocational patterns of metaphorical and non-metaphorical bridge instances from the Corpus of American English Corpus of Contemporary American English. The study shows that metaphorical and non-metaphorical uses of words are systematically linked to different types of real world experiences. It is argued that lexical metaphors are, in fact, lexico-encyclopedic conceptual metaphors (i.e., conceptual mappings that involve speakers’ understandings of specific target concepts by means of the specific source concepts that they refer to in metaphorical language), and that they are constrained by cognitive salience.
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| 6. |
- Johansson Falck, Marlene
(författare)
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How body-world knowledge can be used to teach and learn abstract instances of English prepositions
- 2019
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Ingår i: LMS. - : Språklärarnas riksförbund. - 0023-6330. ; :4, s. 20-23
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Native speakers of English sometimes say that something is in their minds, and at other times, that something is on their minds. But when and why do they use these two phrases? How can the usage patterns of prepositions such as in and on be explained, and how can they be taught and learned in an interesting way?In this article, I argue that body-world knowledge is a highly useful resource for teaching and learning the usage patterns of preposi-tions in a second language (L2). It provides L2 learners of English with information that they may use both for figuring the patterns out, and for later visualizing the patterns that they have found. By considering the ways in which abstract instances of in and on might have been motivated by speakers’ embodied experiences of the world around them, L2 learners of English are able to understand when and why phrases such as in their minds and on their minds are typically used.
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| 8. |
- Johansson Falck, Marlene, 1967-
(författare)
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Linguistic theory and good practice : how cognitive linguistics could influence the teaching and learning of English prepositions
- 2015
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Ingår i: Språkdidaktik. - Umeå : Umeå Universitet. - 9789176011942 ; , s. 61-73
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Bokkapitel (refereegranskat)abstract
- How can we make the teaching and learning of grammar more interesting? How do we get away from rote learning to more efficient learning situations? How can we provide learners with a more holistic view of language, its speakers, and their contexts? These are questions that language teachers regularly seek to answer, but typically struggle with. In this chapter, I focus on the teaching and learning of the English prepositions in and on from a Swedish L2 perspective. It is argued that the theoretical framework of cognitive linguistics provides useful didactic information for practice in second language teaching and learning.
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| 9. |
- Johansson Falck, Marlene, et al.
(författare)
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Tunnelling, towering, and bridging : the figurative and non-figurative use of converted verbs
- 2015
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Konferensbidrag (refereegranskat)abstract
- This paper is a corpus linguistic investigation of the converted verbs tunnel, tower and bridge. It is based on 500 random instances of each verb from the Corpus of Contemporary American English (COCA). We analyze the usage patterns of these verbs and the ways in which they are constrained by people’s embodied experiences of real-world tunnels, towers and bridges. Our aim is to better understand the ways in which people’s embodied experiences of artefacts influence the usage patterns of converted verbs.Noun-verb conversion has previously been explained in terms of metonymy (e.g. Dirven 1999), or in terms of combinations between metonymy and metaphor (e.g. Kuczok 2011). Dirven (1999: 280) suggests five classes of converted verbs – object, instrument, manner, locative, and essive verbs – based on three types of event schemata, where the converted verb metonymically represents a salient participant in the schema.Our analysis shows that tunnel, tower and bridge are indeed all metonymic, but do not clearly fit into any of Dirven’s classes. They share some similarities with the converted verbs in his ‘manner’ category, but the artefacts that are represented by the nouns tunnel, tower, and bridge are not always clear participants in an event schema, and there are significant differences between them. Moreover, the verbs differ in regard to their tendencies to be used metaphorically.As is coherent with the connecting function of real-world bridges, bridge is primarily used metaphorically to bridge gaps, differences, domains, divides, boundaries, and chasms. Tunnel is used both metaphorically and non-metaphorically, with a focus on the manner and path involved in the action schema of digging a tunnel. As opposed to bridges, the salient feature of tunnels thus seems to be related to how tunnels are constructed, rather than to what function they currently serve. Tower is used metaphorically in reference to trees, mountains, or people that tower over something. Uses such as these appear related to the fact that the salient feature of a tower is that it is tall, and thus has the function of placing people in a high-up position.Taken together, the usage patterns of these verbs suggest that their meanings are based on our embodied experience of the artefact, the artefact’s affordances, and general image schemas. To fully understand the metonymic bases and the figurative uses of these verbs, we therefore need to also consider salient features of those particular artefacts, especially their functions (Gibson 1979).
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| 10. |
- Johansson Falck, Marlene, et al.
(författare)
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Tunnelling, towering, and bridging : the figurative and non-figurative use of converted verbs
- 2015
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper is a corpus linguistic investigation of the converted verbs tunnel, tower and bridge. It is based on 500 random instances of each verb from the Corpus of Contemporary American English (COCA). We analyze the usage patterns of these verbs and the ways in which they are constrained by people’s embodied experiences of real-world tunnels, towers and bridges. Our aim is to better understand the ways in which people’s embodied experiences of artefacts influence the usage patterns of converted verbs. Noun-verb conversion has previously been explained in terms of metonymy (e.g. Dirven 1999), or in terms of combinations between metonymy and metaphor (e.g. Kuczok 2011). Dirven (1999: 280) suggests five classes of converted verbs – object, instrument, manner, locative, and essive verbs – based on three types of event schemata, where the converted verb metonymically represents a salient participant in the schema. Our analysis shows that tunnel, tower and bridge are indeed all metonymic, but do not clearly fitinto any of Dirven’s classes. They share some similarities with the converted verbs in his ‘manner’ category, but the artefacts that are represented by the nouns tunnel, tower, and bridge are not always clear participants in an event schema, and there are significant differences between them. Moreover, the verbs differ in regard to their tendencies to be used metaphorically. As is coherent with the connecting function of real-world bridges, bridge is primarily used metaphorically to bridge gaps, differences, domains, divides, boundaries, and chasms. Tunnel is used both metaphorically and non-metaphorically, with a focus on the manner and path involved in the action schema of digging a tunnel. As opposed to bridges, the salient feature of tunnels thus seems to be related to how tunnels are constructed, rather than to what function they currently serve. Tower is used metaphorically in reference to trees, mountains, or people that tower over something. Uses such as these appear related to the fact that the salient feature of a tower is that it is tall, and thus has the function of placing people in a high-up position. Taken together, the usage patterns of these verbs suggest that their meanings are based on our embodied experience of the artefact, the artefact’s affordances, and general image schemas. To fully understand the metonymic bases and the figurative uses of these verbs, we therefore need to also consider salient features of those particular artefacts, especially their functions (Gibson 1979).
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