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idioms</title> <meta name="description" content="Search results for: metaphorical idioms"> <meta name="keywords" content="metaphorical idioms"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="metaphorical idioms"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 79</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: metaphorical idioms</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">79</span> Corpus-Assisted Study of Gender Related Tiger Metaphors in the Chinese Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Na%20Xiao">Na Xiao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Animal metaphors have many different connotations, ranging from loving emotions to derogatory epithets, but gender expressions using animal metaphors are often imbalanced. Generally, animal metaphors related to females tend to be negative. Little known about the reasons for the negative expressions of animal female metaphors in Chinese contexts still have not been quantified. The Modern Chinese Corpus at the Center for Chinese Linguistics at Peking University (CCL Corpus) provided the data for this research, which aims to identify the influencing variables of gender differences in the description of animal metaphors mapping humans in Chinese by observing the percentage of "tiger" metaphor, which is based on the conceptual metaphor theory. A quantitative research method was used in this study to statistically examine the gender attitude percentage of the "tiger" metaphor using corpus data. This study has proved that the tiger metaphors associated with humans in the Chinese context tend to be negative. Importantly, this study has also shown that the high proportion of tiger metaphorical idioms is what causes the high proportion of negative tiger metaphors that are related to women. This finding can be used as crucial information for future studies on other gender-related animal metaphorical idioms and can offer additional insights for understanding trends in other animal metaphors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese" title="Chinese">Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=CCL%20corpus" title=" CCL corpus"> CCL corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20differences" title=" gender differences"> gender differences</a>, <a href="https://publications.waset.org/abstracts/search?q=metaphorical%20idioms" title=" metaphorical idioms"> metaphorical idioms</a>, <a href="https://publications.waset.org/abstracts/search?q=tigers" title=" tigers"> tigers</a> </p> <a href="https://publications.waset.org/abstracts/152992/corpus-assisted-study-of-gender-related-tiger-metaphors-in-the-chinese-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152992.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">108</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">78</span> A Comparative Analysis of Body Idioms in Two Romance Languages and in English Aiming at Vocabulary Teaching and Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marilei%20Amadeu%20Sabino">Marilei Amadeu Sabino</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Before the advent of Cognitive Linguistics, metaphor was considered a stylistic issue, but now it is viewed as a critical component of everyday language and a fundamental mechanism of human conceptualizations of the world. It means that human beings' conceptual system (the way we think and act) is metaphorical in nature. Another interesting hypothesis in Cognitive Linguistics is that cognition is embodied, that is, our cognition is influenced by our experiences in the physical world: the mind is connected to the body and the body influences the mind. In this sense, it is believed that many conceptual metaphors appear to be potentially universal or near-universal, because people across the world share certain bodily experiences. In these terms, many metaphors may be identical or very similar in several languages. Thus, in this study, we analyzed some somatic (also called body) idioms of Italian and Portuguese languages, in order to investigate the proportion in which their metaphors are the same, similar or different in both languages. It was selected hundreds of Italian idioms in dictionaries and indicated their corresponding idioms in Portuguese. The analysis allowed to conclude that much of the studied expressions are really structurally, semantically and metaphorically identical or similar in both languages. We also contrasted some Portuguese and Italian somatic expressions to their corresponding English idioms to have a multilingual perspective of the issue, and it also led to the conclusion that the most common idioms based on metaphors are probably those that have to do with the human body. Although this is mere speculation and needs more study, the results found incite relevant discussions on issues that matter Foreign and Second Language Teaching and Learning, including the retention of vocabulary. The teaching of the metaphorically different body idioms also plays an important role in language learning and teaching as it will be shown in this paper. Acknowledgments: FAPESP – São Paulo State Research Support Foundation –the financial support offered (proc. n° 2017/02064-7). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=body%20idioms" title="body idioms">body idioms</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20linguistics" title=" cognitive linguistics"> cognitive linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=metaphor" title=" metaphor"> metaphor</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20teaching%20and%20learning" title=" vocabulary teaching and learning"> vocabulary teaching and learning</a> </p> <a href="https://publications.waset.org/abstracts/65734/a-comparative-analysis-of-body-idioms-in-two-romance-languages-and-in-english-aiming-at-vocabulary-teaching-and-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65734.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">335</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">77</span> Emergentist Metaphorical Creativity: Towards a Model of Analysing Metaphorical Creativity in Interactive Talk</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Afef%20Badri">Afef Badri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Metaphorical creativity does not constitute a static property of discourse. It is an interactive dynamic process created online. There has been a lack of research concerning online produced metaphorical creativity. This paper intends to account for metaphorical creativity in online talk-in-interaction as a dynamic process that emerges as discourse unfolds. It brings together insights from the emergentist approach to the study of metaphor in verbal interactions and insights from conceptual blending approach as a model for analysing online metaphorical constructions to propose a model for studying metaphorical creativity in interactive talk. The model is based on three focal points. First, metaphorical creativity is a dynamic emergent and open-to-change process that evolves in real time as interlocutors constantly blend and re-blend previous metaphorical contributions. Second, it is not a product of isolated individual minds but a joint achievement that is co-constructed and co-elaborated by interlocutors. The third and most important point is that the emergent process of metaphorical creativity is tightly shaped by contextual variables surrounding talk-in-interaction. It is grounded in the framework of interpretation of interlocutors. It is constrained by preceding contributions in a way that creates textual cohesion of the verbal exchange and it is also a goal-oriented process predefined by the communicative intention of each participant in a way that reveals the ideological coherence/incoherence of the entire conversation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communicative%20intention" title="communicative intention">communicative intention</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20blending" title=" conceptual blending"> conceptual blending</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20emergentist%20approach" title=" the emergentist approach"> the emergentist approach</a>, <a href="https://publications.waset.org/abstracts/search?q=metaphorical%20creativity" title=" metaphorical creativity"> metaphorical creativity</a> </p> <a href="https://publications.waset.org/abstracts/55013/emergentist-metaphorical-creativity-towards-a-model-of-analysing-metaphorical-creativity-in-interactive-talk" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55013.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">259</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">76</span> The Contribution of Corpora to the Investigation of Cross-Linguistic Equivalence in Phraseology: A Contrastive Analysis of Russian and Italian Idioms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Federica%20Floridi">Federica Floridi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The long tradition of contrastive idiom research has essentially been focusing on three domains: the comparison of structural types of idioms (e.g. verbal idioms, idioms with noun-phrase structure, etc.), the description of idioms belonging to the same thematic groups (Sachgruppen), the identification of different types of cross-linguistic equivalents (i.e. full equivalents, partial equivalents, phraseological parallels, non-equivalents). The diastratic, diachronic and diatopic aspects of the compared idioms, as well as their syntactic, pragmatic and semantic properties, have been rather ignored. Corpora (both monolingual and parallel) give the opportunity to investigate the actual use of correlating idioms in authentic texts of L1 and L2. Adopting the corpus-based approach, it is possible to draw attention to the frequency of occurrence of idioms, their syntactic embedding, their potential syntactic transformations (e.g., nominalization, passivization, relativization, etc.), their combinatorial possibilities, the variations of their lexical structure, their connotations in terms of stylistic markedness or register. This paper aims to present the results of a contrastive analysis of Russian and Italian idioms referring to the concepts of ‘beginning’ and ‘end’, that has been carried out by using the Russian National Corpus and the ‘La Repubblica’ corpus. Beyond the digital corpora, bilingual dictionaries, like Skvorcova - Majzel’, Dobrovol’skaja, Kovalev, Čerdanceva, as well as monolingual resources, have been consulted. The study has shown that many of the idioms that have been traditionally indicated as cross-linguistic equivalents on bilingual dictionaries cannot be considered correspondents. The findings demonstrate that even those idioms, that are formally identical in Russian and Italian and are presumably derived from the same source (e.g., conceptual metaphor, Bible, classical mythology, World literature), exhibit differences regarding usage. The ultimate purpose of this article is to highlight that it is necessary to review and improve the existing bilingual dictionaries considering the empirical data collected in corpora. The materials gathered in this research can contribute to this sense. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpora" title="corpora">corpora</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-linguistic%20equivalence" title=" cross-linguistic equivalence"> cross-linguistic equivalence</a>, <a href="https://publications.waset.org/abstracts/search?q=idioms" title=" idioms"> idioms</a>, <a href="https://publications.waset.org/abstracts/search?q=Italian" title=" Italian"> Italian</a>, <a href="https://publications.waset.org/abstracts/search?q=Russian" title=" Russian"> Russian</a> </p> <a href="https://publications.waset.org/abstracts/102984/the-contribution-of-corpora-to-the-investigation-of-cross-linguistic-equivalence-in-phraseology-a-contrastive-analysis-of-russian-and-italian-idioms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102984.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">75</span> Comparing Russian and American Students’ Metaphorical Competence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Svetlana%20L.%20Mishlanova">Svetlana L. Mishlanova</a>, <a href="https://publications.waset.org/abstracts/search?q=Evgeniia%20V.%20Ermakova"> Evgeniia V. Ermakova</a>, <a href="https://publications.waset.org/abstracts/search?q=Mariia%20E.%20Timirkina"> Mariia E. Timirkina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper is concerned with the study of metaphor production in essays written by Russian and English native speakers in the framework of cognitive metaphor theory. It considers metaphorical competence as individual’s ability to recognize, understand and use metaphors in speech. The work analyzes the influence of visual metaphor on production and density of conventional and novel verbal metaphors. The main methods of research include experiment connected with image interpretation, metaphor identification procedure (MIPVU) and visual conventional metaphors identification procedure proposed by VisMet group. The research findings will be used in the project aimed at comparing metaphorical competence of native and non-native English speakers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=metaphor" title="metaphor">metaphor</a>, <a href="https://publications.waset.org/abstracts/search?q=metaphorical%20competence" title=" metaphorical competence"> metaphorical competence</a>, <a href="https://publications.waset.org/abstracts/search?q=conventional" title=" conventional"> conventional</a>, <a href="https://publications.waset.org/abstracts/search?q=novel" title=" novel"> novel</a> </p> <a href="https://publications.waset.org/abstracts/68451/comparing-russian-and-american-students-metaphorical-competence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68451.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">286</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">74</span> A Cognitive Semantic Analysis of the Metaphorical Extensions of Come out and Take Over</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raquel%20Rossini">Raquel Rossini</a>, <a href="https://publications.waset.org/abstracts/search?q=Edelvais%20Caldeira"> Edelvais Caldeira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this work is to investigate the motivation for the metaphorical uses of two verb combinations: come out and take over. Drawing from cognitive semantics theories, image schemas and metaphors, it was attempted to demonstrate that: a) the metaphorical senses of both 'come out' and 'take over' extend from both the verbs and the particles central (spatial) senses in such verb combinations; and b) the particles 'out' and 'over' also contribute to the whole meaning of the verb combinations. In order to do so, a random selection of 579 concordance lines for come out and 1,412 for take over was obtained from the Corpus of Contemporary American English – COCA. One of the main procedures adopted in the present work was the establishment of verb and particle central senses. As per the research questions addressed in this study, they are as follows: a) how does the identification of trajector and landmark help reveal patterns that contribute for the identification of the semantic network of these two verb combinations?; b) what is the relationship between the schematic structures attributed to the particles and the metaphorical uses found in empirical data?; and c) what conceptual metaphors underlie the mappings from the source to the target domains? The results demonstrated that not only the lexical verbs come and take, but also the particles out and over play an important whole in the different meanings of come out and take over. Besides, image schemas and conceptual metaphors were found to be helpful in order to establish the motivations for the metaphorical uses of these linguistic structures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20linguistics" title="cognitive linguistics">cognitive linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20syntax" title=" English syntax"> English syntax</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-word%20verbs" title=" multi-word verbs"> multi-word verbs</a>, <a href="https://publications.waset.org/abstracts/search?q=prepositions" title=" prepositions"> prepositions</a> </p> <a href="https://publications.waset.org/abstracts/88432/a-cognitive-semantic-analysis-of-the-metaphorical-extensions-of-come-out-and-take-over" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88432.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">155</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">73</span> Effects of Audiovisual Contextualization of L2 Idioms on Enhancing Students’ Comprehension and Retention</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Monica%20Karlsson">Monica Karlsson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The positive effect of a supportive written context on comprehension and retention when faced with a previously unknown idiomatic expression is today an indisputable fact, especially if relevant clues are given in close proximity of the item in question. Also, giving learners a chance of visualizing the meaning of an idiom by offering them its source domain and/or by elaborating etymologically, i.e. providing a mental picture in addition to the spoken/written form (referred to as dual coding), seems to enhance comprehension and retention even further, especially if the idiom is of a more transparent kind. For example, by explaining that walk the plank has a maritime origin and a canary in a coal mine comes from the time when canaries were kept in cages to warn miners if gas was leaking out at which point the canaries succumbed immediately, learners’ comprehension and retention have been shown to increase. The present study aims to investigate whether contextualization of an audiovisual kind could help increase comprehension and retention of L2 idioms. 40 Swedish first-term university students studying English as part of their education to become middle-school teachers participated in the investigation, which tested 24 idioms, all of which were ascertained to be previously unknown to the informants. While half of the learners were subjected to a test in which they were asked to watch scenes from various TV programmes, each scene including one idiomatic expression in a supportive context, the remaining 20 students, as a point of reference, were only offered written contexts, though equally supportive. Immediately after these sessions, both groups were given the same idioms in a decontextualized form and asked to give their meaning. After five weeks, finally, the students were subjected to yet another decontextualized comprehension test. Furthermore, since mastery of idioms in one’s L1 appears to correlate to a great extent with a person’s ability to comprehend idioms in an L2, all the informants were also asked to take a test focusing on idioms in their L1. The result on this test is thus seen to indicate each student’s potential for understanding and memorizing various idiomatic expressions from a more general perspective. Preliminary results clearly show that audiovisual contextualization indeed has a positive effect on learners’ retention. In addition, preliminary results also show that those learners’ who were able to recall most meanings were those who had a propensity for idiom comprehension in their L1. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English" title="English">English</a>, <a href="https://publications.waset.org/abstracts/search?q=L2" title=" L2"> L2</a>, <a href="https://publications.waset.org/abstracts/search?q=idioms" title=" idioms"> idioms</a>, <a href="https://publications.waset.org/abstracts/search?q=audiovisual%20context" title=" audiovisual context"> audiovisual context</a> </p> <a href="https://publications.waset.org/abstracts/38543/effects-of-audiovisual-contextualization-of-l2-idioms-on-enhancing-students-comprehension-and-retention" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38543.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">347</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">72</span> The Saying of Conceptual Metaphors about Law, Righteousness, and Justice in the Old Testament: Cardinal Tendencies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ivana%20Prochazkova">Ivana Prochazkova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cognitive linguistics offers biblical scholarship a specific methodological tool for analysis and interpretation of metaphorical expressions. Its methodology makes it possible to study processes involved in constructing the meaning of individual metaphorical expressions and whole conceptual metaphors; to analyze their function in the text; to follow the semantic development of concepts and conceptual domains, and to trace semantic changes and their motivation. The legal language in the Hebrew canon is extremely specific and formalized. Especially in the preambles to the collections of laws in the Pentateuch, more general considerations of the motif of keeping and breaking the law are encountered. This is also true in the psalms and wisdom literature. Legal theory and the philosophy of law deal with these motifs today. Metaphors play an important role in texts that reflect on more general issues. The purpose of this conference contribution is to write all over the central metaphorical concept, conceptual metaphor ךרד תורה (TORAH/LAW IS A JOURNEY), its function in the Torah and principal trends of the further development in the Prophets and the Writings. The conceptual metaphor תורה ךרד (TORAH/LAW IS A JOURNEY) constitutes a coherent system in conjunction with other metaphors that include e.g., conceptual metaphors נחה תורה (TORAH/LAW LEADS); its variant רעה תורה (TORAH IS A SHEPHERD/GUIDE); מקור תורה (TORAH/LAW IS A FOUNTAIN/A SOURCE OF LIFE). Some conceptual metaphors are well known, and their using are conventional (עשׁר תורה TORAH/LAW IS RICHES, שׂשׂון תורה TORAH/LAW IS DELIGHT, דבשׁ תורה TORAH/LAW IS HONEY, שׁמשׁ תורה TORAH/LAW IS SUN ). But some conceptual metaphors are by its occurrence innovative and unique (e.g., שׁריון תורה TORAH /LAW IS BODY ARMOR, כובע תורה TORAH /LAW IS A HELMET, בגד תורה TORAH/LAW IS A GARMENT, etc.). There will be given examples. Conceptual metaphors will be described by means of some 'metaphorical vehicles,' which are Hebrew expressions in the source domain that are repeatedly used in metaphorical conceptualizations of the target domain(s). Conceptual metaphors will be further described by means of 'generic narrative structures,' which are the particular aspects of a conceptual metaphor that emerge during the metaphorical structuring of concepts. They are the units of the metaphorical vehicles – the Hebrew expressions in the source domain – that structure concepts in much the same way that the conceptual metaphor in the target domain does. And finally, they will be described by means of the network of correspondences that exist between metaphorical vehicles – or generic metaphorical structures – and the Hebrew expressions in the target domain. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20theology" title="cognitive theology">cognitive theology</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20metaphor%20in%20the%20Old%20Testament" title=" conceptual metaphor in the Old Testament"> conceptual metaphor in the Old Testament</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20metaphors%20of%20the%20Torah" title=" conceptual metaphors of the Torah"> conceptual metaphors of the Torah</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20domain%20of%20law" title=" conceptual domain of law"> conceptual domain of law</a>, <a href="https://publications.waset.org/abstracts/search?q=righteousness" title=" righteousness"> righteousness</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20justice" title=" and justice"> and justice</a> </p> <a href="https://publications.waset.org/abstracts/93054/the-saying-of-conceptual-metaphors-about-law-righteousness-and-justice-in-the-old-testament-cardinal-tendencies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93054.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">71</span> Corpus-Based Neural Machine Translation: Empirical Study Multilingual Corpus for Machine Translation of Opaque Idioms - Cloud AutoML Platform</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khadija%20Refouh">Khadija Refouh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Culture bound-expressions have been a bottleneck for Natural Language Processing (NLP) and comprehension, especially in the case of machine translation (MT). In the last decade, the field of machine translation has greatly advanced. Neural machine translation NMT has recently achieved considerable development in the quality of translation that outperformed previous traditional translation systems in many language pairs. Neural machine translation NMT is an Artificial Intelligence AI and deep neural networks applied to language processing. Despite this development, there remain some serious challenges that face neural machine translation NMT when translating culture bounded-expressions, especially for low resources language pairs such as Arabic-English and Arabic-French, which is not the case with well-established language pairs such as English-French. Machine translation of opaque idioms from English into French are likely to be more accurate than translating them from English into Arabic. For example, Google Translate Application translated the sentence “What a bad weather! It runs cats and dogs.” to “يا له من طقس سيء! تمطر القطط والكلاب” into the target language Arabic which is an inaccurate literal translation. The translation of the same sentence into the target language French was “Quel mauvais temps! Il pleut des cordes.” where Google Translate Application used the accurate French corresponding idioms. This paper aims to perform NMT experiments towards better translation of opaque idioms using high quality clean multilingual corpus. This Corpus will be collected analytically from human generated idiom translation. AutoML translation, a Google Neural Machine Translation Platform, is used as a custom translation model to improve the translation of opaque idioms. The automatic evaluation of the custom model will be compared to the Google NMT using Bilingual Evaluation Understudy Score BLEU. BLEU is an algorithm for evaluating the quality of text which has been machine-translated from one natural language to another. Human evaluation is integrated to test the reliability of the Blue Score. The researcher will examine syntactical, lexical, and semantic features using Halliday's functional theory. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multilingual%20corpora" title="multilingual corpora">multilingual corpora</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing%20%28NLP%29" title=" natural language processing (NLP)"> natural language processing (NLP)</a>, <a href="https://publications.waset.org/abstracts/search?q=neural%20machine%20translation%20%28NMT%29" title=" neural machine translation (NMT)"> neural machine translation (NMT)</a>, <a href="https://publications.waset.org/abstracts/search?q=opaque%20idioms" title=" opaque idioms"> opaque idioms</a> </p> <a href="https://publications.waset.org/abstracts/145840/corpus-based-neural-machine-translation-empirical-study-multilingual-corpus-for-machine-translation-of-opaque-idioms-cloud-automl-platform" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145840.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">149</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">70</span> Kitchenary Metaphors in Hindi-Urdu: A Cognitive Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bairam%20Khan">Bairam Khan</a>, <a href="https://publications.waset.org/abstracts/search?q=Premlata%20Vaishnava"> Premlata Vaishnava</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ability to conceptualize one entity in terms of another allows us to communicate through metaphors. This central feature of human cognition has evolved with the development of language, and the processing of metaphors is without any conscious appraisal and is quite effortless. South Asians, like other speech communities, have been using the kitchenary [culinary] metaphor in a very simple yet interesting way and are known for bringing into new and unique constellations wherever they are. This composite feature of our language is used to communicate in a precise and compact manner and maneuvers the expression. The present study explores the role of kitchenary metaphors in the making and shaping of idioms by applying Cognitive Metaphor Theories. Drawing on examples from a corpus of adverts, print, and electronic media, the study looks at the metaphorical language used by real people in real situations. The overarching theme throughout the course is that kitchenary metaphors are powerful tools of expression in Hindi-Urdu. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20metaphor%20theories" title="cognitive metaphor theories">cognitive metaphor theories</a>, <a href="https://publications.waset.org/abstracts/search?q=kitchenary%20metaphors" title=" kitchenary metaphors"> kitchenary metaphors</a>, <a href="https://publications.waset.org/abstracts/search?q=hindi-urdu%20print" title=" hindi-urdu print"> hindi-urdu print</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20electronic%20media" title=" and electronic media"> and electronic media</a>, <a href="https://publications.waset.org/abstracts/search?q=grammatical%20structure%20of%20kitchenary%20metaphors%20of%20hindi-urdu" title=" grammatical structure of kitchenary metaphors of hindi-urdu"> grammatical structure of kitchenary metaphors of hindi-urdu</a> </p> <a href="https://publications.waset.org/abstracts/153455/kitchenary-metaphors-in-hindi-urdu-a-cognitive-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153455.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">93</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">69</span> Kitchenary Metaphors In Hindi-urdu: A Cognitive Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bairam%20Khan">Bairam Khan</a>, <a href="https://publications.waset.org/abstracts/search?q=Premlata%20Vaishnava"> Premlata Vaishnava</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ability to conceptualize one entity in terms of another allows us to communicate through metaphors. This central feature of human cognition has evolved with the development of language, and the processing of metaphors is without any conscious appraisal and is quite effortless. South Asians, like other speech communities, have been using the kitchenary [culinary] metaphor in a very simple yet interesting way and are known for bringing into new and unique constellations wherever they are. This composite feature of our language is used to communicate in a precise and compact manner and maneuvers the expression. The present study explores the role of kitchenary metaphors in the making and shaping of idioms by applying Cognitive Metaphor Theories. Drawing on examples from a corpus of adverts, print, and electronic media, the study looks at the metaphorical language used by real people in real situations. The overarching theme throughout the course is that kitchenary metaphors are powerful tools of expression in Hindi-Urdu. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20metaphor%20theory" title="cognitive metaphor theory">cognitive metaphor theory</a>, <a href="https://publications.waset.org/abstracts/search?q=source%20domain" title=" source domain"> source domain</a>, <a href="https://publications.waset.org/abstracts/search?q=target%20domain" title=" target domain"> target domain</a>, <a href="https://publications.waset.org/abstracts/search?q=signifier-%20signified" title=" signifier- signified"> signifier- signified</a>, <a href="https://publications.waset.org/abstracts/search?q=kitchenary" title=" kitchenary"> kitchenary</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnocultural%20elements%20of%20south%20asia%20and%20hindi-%20urdu%20language" title=" ethnocultural elements of south asia and hindi- urdu language"> ethnocultural elements of south asia and hindi- urdu language</a> </p> <a href="https://publications.waset.org/abstracts/159664/kitchenary-metaphors-in-hindi-urdu-a-cognitive-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159664.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">68</span> Metaphorical Devices in Political Cartoons with Reference to Political Confrontation in Pakistan after Panama Leaks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayesha%20Ashfaq">Ayesha Ashfaq</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Ajmal%20Ashfaq"> Muhammad Ajmal Ashfaq</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It has been assumed that metaphorical and symbolic contests are waged with metaphors, captions, and signs in political cartoons that play a significant role in image construction of political actors, situations or events in the political arena. This paper is an effort to explore the metaphorical devices in political cartoons related to the political confrontation in Pakistan between the ruling party Pakistan Muslim League Nawaz (PMLN) and opposition parties especially after Panama leaks. For this purpose, political cartoons sketched by five renowned political cartoonists on the basis of their belongings to the most highly circulated mainstream English newspapers of Pakistan and their professional experiences in their genre, were selected. The cartoons were analyzed through the Barthes’s model of Semiotics under the umbrella of the first level of agenda setting theory ‘framing’. It was observed that metaphorical devices in political cartoons are one of the key weapons of cartoonists’ armory. These devices are used to attack the candidates and contribute to the image and character building. It was found that all the selected political cartoonists used different forms of metaphors including situational metaphors and embodying metaphors. Not only the physical stature but also the debates and their activities were depicted metaphorically in the cartoons that create the scenario of comparison between the cartoons and their real political confrontation. It was examined that both forms of metaphors shed light on cartoonist’s perception and newspaper’s policy about political candidates, political parties and particular events. In addition, it was found that zoomorphic metaphors and metaphors of diminishments were also predominantly used to depict the conflict between two said political actors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=metaphor" title="metaphor">metaphor</a>, <a href="https://publications.waset.org/abstracts/search?q=Panama%20leaks" title=" Panama leaks"> Panama leaks</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20cartoons" title=" political cartoons"> political cartoons</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20communication" title=" political communication"> political communication</a> </p> <a href="https://publications.waset.org/abstracts/55867/metaphorical-devices-in-political-cartoons-with-reference-to-political-confrontation-in-pakistan-after-panama-leaks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55867.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">307</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">67</span> Cognitive Models of Future in Political Texts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Solopova%20Olga">Solopova Olga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present paper briefly recalls theoretical preconditions for investigating cognitive-discursive models of future in political discourse. The author reviews theories and methods used for strengthening a future focus in this discourse working out two main tools – a model of future and a metaphorical scenario. The paper examines the implications of metaphorical analogies for modeling future in mass media. It argues that metaphor is not merely a rhetorical ornament in the political discourse of media regulation but a conceptual model that legislates and regulates our understanding of future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20approach" title="cognitive approach">cognitive approach</a>, <a href="https://publications.waset.org/abstracts/search?q=future%20research" title=" future research"> future research</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20discourse" title=" political discourse"> political discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=model" title=" model"> model</a>, <a href="https://publications.waset.org/abstracts/search?q=scenario" title=" scenario"> scenario</a>, <a href="https://publications.waset.org/abstracts/search?q=metaphor" title=" metaphor"> metaphor</a> </p> <a href="https://publications.waset.org/abstracts/3554/cognitive-models-of-future-in-political-texts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3554.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">394</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">66</span> Theoretical Reflections on Metaphor and Cohesion and the Coherence of Face-To-Face Interactions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Afef%20Badri">Afef Badri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of metaphor in creating the coherence and the cohesion of discourse in online interactive talk has almost received no attention. This paper intends to provide some theoretical reflections on metaphorical coherence as a jointly constructed process that evolves in online, face-to-face interactions. It suggests that the presence of a global conceptual structure in a conversation makes it conceptually cohesive. Yet, coherence remains a process largely determined by other variables (shared goals, communicative intentions, and framework of understanding). Metaphorical coherence created by these variables can be useful in detecting bias in media reporting. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coherence" title="coherence">coherence</a>, <a href="https://publications.waset.org/abstracts/search?q=cohesion" title=" cohesion"> cohesion</a>, <a href="https://publications.waset.org/abstracts/search?q=face-to-face%20interactions" title=" face-to-face interactions"> face-to-face interactions</a>, <a href="https://publications.waset.org/abstracts/search?q=metaphor" title=" metaphor"> metaphor</a> </p> <a href="https://publications.waset.org/abstracts/68682/theoretical-reflections-on-metaphor-and-cohesion-and-the-coherence-of-face-to-face-interactions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68682.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">247</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">65</span> The Study of Idiom Translation in Fiction from English into Thai</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinchira%20Bunchutrakun">Chinchira Bunchutrakun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of the study are to investigate the problems that the translators encountered when translating English idioms into Thai and study the strategies they applied in solving the problems. The original English version and the Thai translated version of each of two works of fiction were purposively selected for the study. The first was Mr. Maybe, written by Jane Green and translated by Montharat Songphao. The second was The Trials of Tiffany Trott, written by Isabel Wolff and translated by Jitraporn Notoda. Thirty idioms of two translated works of fiction were, then, analyzed. Questionnaires and interviews with the translators of each novel were conducted to obtain the best possible information. The results indicated that the only type of problem that occurred was cultural problems, and these were solved differently by the two translators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=translation" title="translation">translation</a>, <a href="https://publications.waset.org/abstracts/search?q=idiom%20translation" title=" idiom translation"> idiom translation</a>, <a href="https://publications.waset.org/abstracts/search?q=fiction%20translation" title=" fiction translation"> fiction translation</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-solution%20strategies" title=" problem-solution strategies"> problem-solution strategies</a> </p> <a href="https://publications.waset.org/abstracts/12436/the-study-of-idiom-translation-in-fiction-from-english-into-thai" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12436.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">298</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">64</span> Temporal Axis in Japanese: The Paradox of a Metaphorical Orientation in Time</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tomoko%20Usui">Tomoko Usui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the field of linguistics, it has been said that concepts associated with space and motion systematically contribute structure to the temporal concept. This is the conceptual metaphor theory. conceptual metaphors typically employ a more abstract concept (time) as their target and a more concrete or physical concept as their source (space). This paper will examine two major temporal conceptual metaphors: Ego-centered Moving Time Metaphor and Time-RP Metaphor. Moving time generally receives a front-back orientation, however, Japanese shows a different orientation given to time. By means of Ego perspective, this paper will illustrate the paradox of a metaphorical orientation in time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ego-centered%20Moving%20Time%20Metaphor" title="Ego-centered Moving Time Metaphor">Ego-centered Moving Time Metaphor</a>, <a href="https://publications.waset.org/abstracts/search?q=Japanese%20saki" title=" Japanese saki"> Japanese saki</a>, <a href="https://publications.waset.org/abstracts/search?q=temporal%20metaphors" title=" temporal metaphors"> temporal metaphors</a>, <a href="https://publications.waset.org/abstracts/search?q=Time%20RP%20Metaphor" title=" Time RP Metaphor"> Time RP Metaphor</a> </p> <a href="https://publications.waset.org/abstracts/40111/temporal-axis-in-japanese-the-paradox-of-a-metaphorical-orientation-in-time" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40111.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">496</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">63</span> Indian Christian View of God: Exploring Its Trajectory in 20th Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=James%20Ponniah">James Ponniah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Christianity is the largest religious tradition of the world. What makes Christianity a world religion is its characteristics of universality and particularity. Its universality and particularity are closely interrelated. Its university is realized and embodied in its particularities and its particularity is recognized and legitimized through its universality. This paper focuses on the dimension of the particularity of Christianity in that it looks at the particularized ideas and discourses of Christian thinking in India in the 20th century and pays attention to the differing shifts and new shades of meaning in Indian Christian notion of God. Drawing upon the writings of select Indian theologians such as Brahmabandhab Upadhyaya, Sundar Sing, A.J Appasamy, Raymond Panikkar, Amalorpavadass and George Soares Prabhhu, this paper delves into how the contexts—be it personal, political, historical or ecclesial—bear upon the way Indian theologians have conceived and constructed the notion of God in their work. Focusing upon how they responded to the signs of their time through their theological narratives, the paper argues that the religion of Christianity can sustain its universality only when it translates its key notions such as God into indigenous categories and local idioms and thus makes itself relevant to the people among whom it is spread. Monotheistic God of Christianity has to accommodate plurality of expressions if Christian idea God has to capture and convey everyone’s experience of God. The case of Indian Christianity then reveals that a monolithic world religion will be experienced and recognised as truly universal only when it sheds its homogeneity and assumes a heterogeneous portrait through the acquisition of local idioms. Allowing culturally diverse idioms to influence theological categories is not inconsequential to—‘accommodating differences and accepting diversities,’ an issue we encounter within and beyond religious domains in our contemporary times. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=concept%20of%20God" title="concept of God">concept of God</a>, <a href="https://publications.waset.org/abstracts/search?q=heterogeneity" title=" heterogeneity"> heterogeneity</a>, <a href="https://publications.waset.org/abstracts/search?q=Indian%20Christianity" title=" Indian Christianity"> Indian Christianity</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20categories" title=" indigenous categories"> indigenous categories</a> </p> <a href="https://publications.waset.org/abstracts/79213/indian-christian-view-of-god-exploring-its-trajectory-in-20th-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79213.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">248</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">62</span> Factors Affecting English Language Acquisition and Learning for Primary Schools in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chibuzor%20Dalmeida">Chibuzor Dalmeida </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper shall discuss the factors affecting English Language Acquisition and Learning for Primary School in Nigeria. Learning English language is a difficult task mostly those at the primary school level. Pupils find it more difficult on vocabulary, grammar and sentence structure, idioms, pronunciation etc. Researchers have discovered the reasons behind these discrepancies and have formulated theories that could be of utmost assistance to English language teachers and students. This paper further looked at the following factors that include Learner Characteristics and Personal Traits, Situational and Environmental Factors, Prior Language Development and Competence and Age and Brain Development. It further recommended that pupils must learn new vocabulary, rules for grammar and sentence structure, idioms, pronunciation. Pupils whose families and communities set high standards for language acquisition learn more quickly than those who do not. Exposure to high-quality programs also essential. Pupils do best when they are allowed to speak their native language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acquisition" title="acquisition">acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=affecting" title=" affecting"> affecting</a>, <a href="https://publications.waset.org/abstracts/search?q=factors" title=" factors"> factors</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/34279/factors-affecting-english-language-acquisition-and-learning-for-primary-schools-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34279.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">628</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">61</span> Metaphorical Perceptions of Middle School Students regarding Computer Games</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ismail%20Celik">Ismail Celik</a>, <a href="https://publications.waset.org/abstracts/search?q=Ismail%20Sahin"> Ismail Sahin</a>, <a href="https://publications.waset.org/abstracts/search?q=Fetah%20Eren"> Fetah Eren</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The computer, among the most important inventions of the twentieth century, has become an increasingly important component in our everyday lives. Computer games also have become increasingly popular among people day-by-day, owing to their features based on realistic virtual environments, audio and visual features, and the roles they offer players. In the present study, the metaphors students have for computer games are investigated, as well as an effort to fill the gap in the literature. Students were asked to complete the sentence—‘Computer game is like/similar to….because….’— to determine the middle school students’ metaphorical images of the concept for ‘computer game’. The metaphors created by the students were grouped in six categories, based on the source of the metaphor. These categories were ordered as ‘computer game as a means of entertainment’, ‘computer game as a beneficial means’, ‘computer game as a basic need’, ‘computer game as a source of evil’, ‘computer game as a means of withdrawal’, and ‘computer game as a source of addiction’, according to the number of metaphors they included. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20game" title="computer game">computer game</a>, <a href="https://publications.waset.org/abstracts/search?q=metaphor" title=" metaphor"> metaphor</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20school%20students" title=" middle school students"> middle school students</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20environments" title=" virtual environments"> virtual environments</a> </p> <a href="https://publications.waset.org/abstracts/11784/metaphorical-perceptions-of-middle-school-students-regarding-computer-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11784.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">535</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">60</span> Swahili Codification of Emotions: A Cognitive Linguistic Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rosanna%20Tramutoli">Rosanna Tramutoli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Studies on several languages have demonstrated how different emotions are categorized in various linguistic constructions. It exists in several writings on the codification of emotions in Western African languages. A recent study on the semantic description of Swahili body terminology has demonstrated that body part terms, such as moyo (heart), uso (face) and jicho (eye) are involved in several metaphorical expressions describing emotions. However, so far hardly anything has been written on the linguistic description of emotions in Swahili. Thus, this study describes how emotional concepts, such as ‘love’ and ‘anger’ are codified in Swahili, in order to highlight common semantic and syntactic patterns, etymological sources and metaphorical expressions. The research seeks to answer a number of questions, such as which are the Swahili terms for ‘emotions’? Is there a distinction between ‘emotions’ and ‘feelings’? Which emotional lexical items have Bantu origin and which come from Arabic? Which metaphorical expressions/cognitive schemas are used to codify emotions? (e.g. kumpanda mtu kichwani, lit. ‘to climb on somebody’s head’, to make somebody feel angry, kushuka moyo, lit. ‘to be down the heart’, to feel discouraged, kumpa mtu moyo lit. ‘to give someone heart’, to encourage someone). Which body terms are involved as ‘containers/locus of emotions’? For instance, it has been shown that moyo (‘heart’) occurs as container of ‘love’ (e.g. kumtia mtu moyoni, lit. ‘to put somebody in the heart’, to love somebody very much) and ‘kindness’ (moyo wake ulijaa hisani, ‘his heart was filled with kindness’). The study also takes into account the syntactic patterns used to code emotions. For instance, when does the experiencer occur in subject position? (e.g. nina furaha, nimefurahi, ‘I am happy’) and when in object position (e.g. Huruma iliniingia moyoni, lit. ‘Pity entered me inside my heart’, ‘I felt pity’)? Data have been collected mostly through the analysis of Swahili digital corpora, containing different kinds of Swahili texts (e.g. novels, drama, political essays). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotions" title="emotions">emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20linguistics" title=" cognitive linguistics"> cognitive linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=metaphors" title=" metaphors"> metaphors</a>, <a href="https://publications.waset.org/abstracts/search?q=Swahili" title=" Swahili"> Swahili</a> </p> <a href="https://publications.waset.org/abstracts/29385/swahili-codification-of-emotions-a-cognitive-linguistic-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29385.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">568</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">59</span> Merging Appeal to Ignorance, Composition, and Division Argument Schemes with Bayesian Networks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kong%20Ngai%20Pei">Kong Ngai Pei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The argument scheme approach to argumentation has two components. One is to identify the recurrent patterns of inferences used in everyday discourse. The second is to devise critical questions to evaluate the inferences in these patterns. Although this approach is intuitive and contains many insightful ideas, it has been noted to be not free of problems. One is that due to its disavowing the probability calculus, it cannot give the exact strength of an inference. In order to tackle this problem, thereby paving the way to a more complete normative account of argument strength, it has been proposed, the most promising way is to combine the scheme-based approach with Bayesian networks (BNs). This paper pursues this line of thought, attempting to combine three common schemes, Appeal to Ignorance, Composition, and Division, with BNs. In the first part, it is argued that most (if not all) formulations of the critical questions corresponding to these schemes in the current argumentation literature are incomplete and not very informative. To remedy these flaws, more thorough and precise formulations of these questions are provided. In the second part, how to use graphical idioms (e.g. measurement and synthesis idioms) to translate the schemes as well as their corresponding critical questions to graphical structure of BNs, and how to define probability tables of the nodes using functions of various sorts are shown. In the final part, it is argued that many misuses of these schemes, traditionally called fallacies with the same names as the schemes, can indeed be adequately accounted for by the BN models proposed in this paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=appeal%20to%20ignorance" title="appeal to ignorance">appeal to ignorance</a>, <a href="https://publications.waset.org/abstracts/search?q=argument%20schemes" title=" argument schemes"> argument schemes</a>, <a href="https://publications.waset.org/abstracts/search?q=Bayesian%20networks" title=" Bayesian networks"> Bayesian networks</a>, <a href="https://publications.waset.org/abstracts/search?q=composition" title=" composition"> composition</a>, <a href="https://publications.waset.org/abstracts/search?q=division" title=" division"> division</a> </p> <a href="https://publications.waset.org/abstracts/71366/merging-appeal-to-ignorance-composition-and-division-argument-schemes-with-bayesian-networks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71366.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">286</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">58</span> Deconstruction of the Term 'Shaman' in the Metaphorical Pair 'Artist as a Shaman'</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ilona%20Ivova%20Anachkova">Ilona Ivova Anachkova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The analogy between the artist and the shaman as both being practitioners that more easily recognize and explore spiritual matters, and thus contribute to the society in a unique way has been implied in both Modernity and Postmodernity. The Romantic conception of the shaman as a great artist who helps common men see and understand messages of a higher consciousness has been employed throughout Modernity and is active even now. This paper deconstructs the term ‘shaman’ in the metaphorical analogy ‘artist – shaman’ that was developed more fully in Modernity in different artistic and scientific discourses. The shaman is a figure that to a certain extent adequately reflects the late modern and postmodern holistic views on the world. Such views aim at distancing from traditional religious and overly rationalistic discourses. However, the term ‘shaman’ can be well substituted by other concepts such as the priest, for example. The concept ‘shaman’ is based on modern ethnographic and historical investigations. Its later philosophical, psychological and artistic appropriations designate the role of the artist as a spiritual and cultural leader. However, the artist and the shaman are not fully interchangeable terms. The figure of the shaman in ‘primitive’ societies has performed many social functions that are now delegated to different institutions and positions. The shaman incorporates the functions of a judge, a healer. He is a link to divine entities. He is the creative, aspiring human being that has heightened sensitivity to the world in both its spiritual and material aspects. Building the metaphorical analogy between the shaman and the artist comes in many ways. Both are seen as healers of the society, having propensity towards connection to spiritual entities, or being more inclined to creativity than others. The ‘shaman’ however is a fashionable word for a spiritual person used perhaps because of the anti-traditionalist religious modern and postmodern views. The figure of the priest is associated with a too rational, theoretical and detached attitude towards spiritual matters, while the practices of the shaman and the artist are considered engaged with spirituality on a deeper existential level. The term ‘shaman’ however does not have priority of other words/figures that can explore and deploy spiritual aspects of reality. Having substituted the term ‘shaman’ in the pair ‘artist as a shaman’ with ‘the priest’ or literally ‘anybody,' we witness destruction of spiritual hierarchies and come to the view that everybody is responsible for their own spiritual and creative evolution. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artist%20as%20a%20shaman" title="artist as a shaman">artist as a shaman</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=extended%20theory%20of%20art" title=" extended theory of art"> extended theory of art</a>, <a href="https://publications.waset.org/abstracts/search?q=functions%20of%20art" title=" functions of art"> functions of art</a>, <a href="https://publications.waset.org/abstracts/search?q=priest%20as%20an%20artist" title=" priest as an artist"> priest as an artist</a> </p> <a href="https://publications.waset.org/abstracts/77054/deconstruction-of-the-term-shaman-in-the-metaphorical-pair-artist-as-a-shaman" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77054.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">229</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">57</span> Applying the View of Cognitive Linguistics on Teaching and Learning English at UFLS - UDN</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tran%20Thi%20Thuy%20Oanh">Tran Thi Thuy Oanh</a>, <a href="https://publications.waset.org/abstracts/search?q=Nguyen%20Ngoc%20Bao%20Tran"> Nguyen Ngoc Bao Tran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the view of Cognitive Linguistics (CL), knowledge and experience of things and events are used by human beings in expressing concepts, especially in their daily life. The human conceptual system is considered to be fundamentally metaphorical in nature. It is also said that the way we think, what we experience, and what we do everyday is very much a matter of language. In fact, language is an integral factor of cognition in that CL is a family of broadly compatible theoretical approaches sharing the fundamental assumption. The relationship between language and thought, of course, has been addressed by many scholars. CL, however, strongly emphasizes specific features of this relation. By experiencing, we receive knowledge of lives. The partial things are ideal domains, we make use of all aspects of this domain in metaphorically understanding abstract targets. The paper refered to applying this theory on pragmatics lessons for major English students at University of Foreign Language Studies - The University of Da Nang, Viet Nam. We conducted the study with two third – year students groups studying English pragmatics lessons. To clarify this study, the data from these two classes were collected for analyzing linguistic perspectives in the view of CL and traditional concepts. Descriptive, analytic, synthetic, comparative, and contrastive methods were employed to analyze data from 50 students undergoing English pragmatics lessons. The two groups were taught how to transfer the meanings of expressions in daily life with the view of CL and one group used the traditional view for that. The research indicated that both ways had a significant influence on students' English translating and interpreting abilities. However, the traditional way had little effect on students' understanding, but the CL view had a considerable impact. The study compared CL and traditional teaching approaches to identify benefits and challenges associated with incorporating CL into the curriculum. It seeks to extend CL concepts by analyzing metaphorical expressions in daily conversations, offering insights into how CL can enhance language learning. The findings shed light on the effectiveness of applying CL in teaching and learning English pragmatics. They highlight the advantages of using metaphorical expressions from daily life to facilitate understanding and explore how CL can enhance cognitive processes in language learning in general and teaching English pragmatics to third-year students at the UFLS - UDN, Vietnam in personal. The study contributes to the theoretical understanding of the relationship between language, cognition, and learning. By emphasizing the metaphorical nature of human conceptual systems, it offers insights into how CL can enrich language teaching practices and enhance students' comprehension of abstract concepts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20linguisitcs" title="cognitive linguisitcs">cognitive linguisitcs</a>, <a href="https://publications.waset.org/abstracts/search?q=lakoff%20and%20johnson" title=" lakoff and johnson"> lakoff and johnson</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatics" title=" pragmatics"> pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=UFLS" title=" UFLS"> UFLS</a> </p> <a href="https://publications.waset.org/abstracts/187006/applying-the-view-of-cognitive-linguistics-on-teaching-and-learning-english-at-ufls-udn" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187006.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">36</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">56</span> Spatial Mental Imagery in Students with Visual Impairments when Learning Literal and Metaphorical Uses of Prepositions in English as a Foreign Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natalia%20S%C3%A1ez">Natalia Sáez</a>, <a href="https://publications.waset.org/abstracts/search?q=Dina%20Shulfman"> Dina Shulfman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is an important research gap regarding accessible pedagogical techniques for teaching foreign languages to adults with visual impairments. English as a foreign language (EFL), in particular, is needed in many countries to expand occupational opportunities and improve living standards. Within EFL research, teaching and learning prepositions have only recently gained momentum, considering that they constitute one of the most difficult structures to learn in a foreign language and are fundamental for communicating about spatial relations in the world, both on the physical and imaginary levels. Learning to use prepositions would not only facilitate communication when referring to the surrounding tangible environment but also when conveying ideas about abstract topics (e.g., justice, love, society), for which students’ sociocultural knowledge about space could play an important role. By potentiating visually impaired students’ ability to construe mental spatial imagery, this study made efforts to explore pedagogical techniques that cater to their strengths, helping them create new worlds by welcoming and expanding their sociocultural funds of knowledge as they learn to use English prepositions. Fifteen visually impaired adults living in Chile participated in the study. Their first language was Spanish, and they were learning English at the intermediate level of proficiency in an EFL workshop at La Biblioteca Central para Ciegos (The Central Library for the Blind). Within this workshop, a series of activities and interviews were designed and implemented with the intention of uncovering students’ spatial funds of knowledge when learning literal/physical uses of three English prepositions, namely “in,” “at,” and “on”. The activities and interviews also explored whether students used their original spatial funds of knowledge when learning metaphorical uses of these prepositions and if their use of spatial imagery changed throughout the learning activities. Over the course of approximately half a year, it soon became clear that the students construed mental images of space when learning both literal/physical and metaphorical uses of these prepositions. This research could inform a new approach to inclusive language education using pedagogical methods that are relevant and accessible to students with visual impairments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL" title="EFL">EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=funds%20of%20knowledge" title=" funds of knowledge"> funds of knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=prepositions" title=" prepositions"> prepositions</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20cognition" title=" spatial cognition"> spatial cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired%20students" title=" visually impaired students"> visually impaired students</a> </p> <a href="https://publications.waset.org/abstracts/162362/spatial-mental-imagery-in-students-with-visual-impairments-when-learning-literal-and-metaphorical-uses-of-prepositions-in-english-as-a-foreign-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162362.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">78</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">55</span> How to “Eat” without Actually Eating: Marking Metaphor with Spanish Se and Italian Si</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cinzia%20Russi">Cinzia Russi</a>, <a href="https://publications.waset.org/abstracts/search?q=Chiyo%20Nishida"> Chiyo Nishida</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using data from online corpora (Spanish CREA, Italian CORIS), this paper examines the relatively understudied use of Spanish se and Italian si exemplified in (1) and (2), respectively. (1) El rojo es … el que se come a los demás. ‘The red (bottle) is the one that outshines/*eats the rest.’(2) … ebbe anche la saggezza di mangiarsi tutto il suo patrimonio. ‘… he even had the wisdom to squander/*eat all his estate.’ In these sentences, se/si accompanies the consumption verb comer/mangiare ‘to eat’, without which the sentences would not be interpreted appropriately. This se/si cannot readily be attributed to any of the multiple functions so far identified in the literature: reflexive, ergative, middle/passive, inherent, benefactive, and complete consumptive. In particular, this paper argues against the feasibility of a recent construction-based analysis of sentences like (1) and (2), which situates se/si within a prototype-based network of meanings all deriving from the central meaning of 'COMPLETE CONSUMPTION' (e.g., Alice se comió toda la torta/Alicesi è mangiata tutta la torta ‘John ate the whole cake’). Clearly, the empirical adequacy of such an account is undermined by the fact that the events depicted in the se/si-sentences at issue do not always entail complete consumption because they may lack an INCREMENTAL THEME, the distinguishing property of complete consumption. Alternatively, it is proposed that the sentences under analysis represent instances of verbal METAPHORICAL EXTENSION: se/si represents an explicit marker of this cognitive process, which has independently developed from the complete consumptive se/si, and the meaning extension is captured by the general tenets of Conceptual Metaphor Theory (CMT). Two conceptual domains, Source (DS) and target (DT), are related by similarity, assigning an appropriate metaphorical interpretation to DT. The domains paired here are comer/mangiare (DS) and comerse/mangiarsi (DT). The eating event (DS) involves (a) the physical process of xEATER grinding yFOOD-STUFF into pieces and swallowing it; and (b) the aspect of xEATER savoring yFOOD-STUFF and being nurtured by it. In the physical act of eating, xEATER has dominance and exercises his force over yFOOD-STUFF. This general sense of dominance and force is mapped onto DT and is manifested in the ways exemplified in (1) and (2), and many others. According to CMT, two other properties are observed in each pair of DS & DT. First, DS tends to be more physical and concrete and DT more abstract, and systematic mappings are established between constituent elements in DS and those in DT: xEATER corresponds to the element that destroys and yFOOD-STUFF to the element that is destroyed in DT, as exemplified in (1) and (2). Though the metaphorical extension marker se/si appears by far most frequently with comer/mangiare in the corpora, similar systematic mappings are observed in several other verb pairs, for example, jugar/giocare ‘to play (games)’ and jugarse/giocarsi ‘to jeopardize/risk (life, reputation, etc.)’, perder/perdere ‘to lose (an object)’ and perderse/perdersi ‘to miss out on (an event)’, etc. Thus, this study provides evidence that languages may indeed formally mark metaphor using means available to them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=complete%20consumption%20value" title="complete consumption value">complete consumption value</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20metaphor" title=" conceptual metaphor"> conceptual metaphor</a>, <a href="https://publications.waset.org/abstracts/search?q=Italian%20si%2FSpanish%20se" title=" Italian si/Spanish se"> Italian si/Spanish se</a>, <a href="https://publications.waset.org/abstracts/search?q=metaphorical%20extension." title=" metaphorical extension."> metaphorical extension.</a> </p> <a href="https://publications.waset.org/abstracts/183480/how-to-eat-without-actually-eating-marking-metaphor-with-spanish-se-and-italian-si" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183480.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">53</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">54</span> The Media, Language, and Political Stability in Nigeria: The Example of the Dog and the Baboon Politics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Attahiru%20Sifawa%20Ahmad">Attahiru Sifawa Ahmad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The media; electronic, print, and social, is playing very significant roles towards promoting political awareness and stability of any nation. However, for the media to play its role effectively, a clear and sound grasp of the language of communication is necessary. Otherwise, there is the tendency of the media spreading wrong and, or, misinterpreted information to the public, capable of generating rancour and political instability. One such clear misinterpretation or misrepresentation of information was the Hausa metaphorical expression, Kare Jinni Biri Jinni quoted from the statement made by Rtd. General Muhammadu Buhari, sometimes in April, 2013, while addressing his supporters from Niger State. In the political presentation of the term Kare - Jini Biri – Jini, quoted and translated by many print media in Nigeria, it was interpreted to mean; ‘The Dog and the Baboon will be soaked in blood’, denoting bloodshed and declaration of war. However, the term Kare - jini Biri - Jini, literally; the Dog with blood and the Baboon with blood, or, the Dog is bleeding the Baboon is bleeding, or, both the Dog and the Baboon sustained injuries. It is a metaphorical expression denoting a hot competition, and serious struggle, between two competing parties that are closer in strength and stamina. The expression got its origin among the hunting communities in traditional Hausa Societies. From experience, it was always not easy to wrestle and hunt Baboon by the Hunter’s Dog. In many instances, it ended a futile exercise, and even at instances whereby the latter hunted the former, it would be after a serious struggle with both two sustaining injuries. This paper seeks to highlight the poverty of vocabulary, and poor grasp of Nigerian languages among Journalists and young citizens in the country. The paper, therefore, advocated for the retention and effective teaching of the indigenous languages in primary and secondary school’s curriculums in Nigeria. The paper equally analysed the political origin of the print media in Nigeria, how since its first appearance, the print Media is being assigned very important political role by political elites in the country. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Baboon" title="Baboon">Baboon</a>, <a href="https://publications.waset.org/abstracts/search?q=dog" title=" dog"> dog</a>, <a href="https://publications.waset.org/abstracts/search?q=media" title=" media"> media</a>, <a href="https://publications.waset.org/abstracts/search?q=politics" title=" politics "> politics </a> </p> <a href="https://publications.waset.org/abstracts/55366/the-media-language-and-political-stability-in-nigeria-the-example-of-the-dog-and-the-baboon-politics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55366.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">222</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">53</span> The Storm in Us All: An Etymological Study of Tempest</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20N.%20Prihoda">David N. Prihoda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper charts the history of the English word Tempest from its origins in Proto-Indo European to its modern usage as a term for storms, both literal and metaphorical. It does so by way of considering the word’s morphology, semiotics, and phonetics. It references numerous language studies and dictionaries to chronicle the word’s many steps along that path, from demarcation of measurement to assessment of time, all the way to an observation about the weather or the human psyche. The conclusive findings show that tempest has undergone numerous changes throughout its history, and these changes interestingly parallel its connotations as a symbol for both chaotic weather and the chaos of the human spirit <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tempest" title="Tempest">Tempest</a>, <a href="https://publications.waset.org/abstracts/search?q=etymology" title=" etymology"> etymology</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20origins" title=" language origins"> language origins</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a> </p> <a href="https://publications.waset.org/abstracts/158273/the-storm-in-us-all-an-etymological-study-of-tempest" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158273.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">114</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">52</span> Physical, Iconographic and Symbolic Features of the Plectrum Some Reflections on Sound Production in Ancient Greek String Instruments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Felipe%20Aguirre">Felipe Aguirre</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper some of the relevant features of the πλῆκτρον within GrecoLatin tradition will be analyzed. Starting from the formal aspects (shape, materials, technical properties) and the archaeological evidence, some of its symbolic implications that emerge in the light of literary and iconographic analysis will be discussed. I shall expose that, in addition to fulfilling a purely physical function within the process of sound production, the πλῆκτρον was the object of a rich imaginery that provided it with an allegorical, metaphorical-poetic and even metaphysical dimension. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=musicology" title="musicology">musicology</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnomusicology" title=" ethnomusicology"> ethnomusicology</a>, <a href="https://publications.waset.org/abstracts/search?q=ancient%20greek%20music" title=" ancient greek music"> ancient greek music</a>, <a href="https://publications.waset.org/abstracts/search?q=plectrum" title=" plectrum"> plectrum</a>, <a href="https://publications.waset.org/abstracts/search?q=stringed%20instruments" title=" stringed instruments"> stringed instruments</a> </p> <a href="https://publications.waset.org/abstracts/146953/physical-iconographic-and-symbolic-features-of-the-plectrum-some-reflections-on-sound-production-in-ancient-greek-string-instruments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146953.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">51</span> A Detailed Study of Sexism in Mizo Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20C.%20Laltleipuii">H. C. Laltleipuii</a>, <a href="https://publications.waset.org/abstracts/search?q=Lalruatdiki%20Siakeng"> Lalruatdiki Siakeng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mizo is a language spoken by the natives of Mizoram in North-East India. The Mizo society is a patriarchal society and hence is encumbered with trails of sexism in its language. Sexist language expresses discrimination on the basis of gender. While women are primarily affected, it is not however limited to just the female gender. This paper focuses on the sexist language that reflects the discrimination of women in the male-dominated, male-centered society of the Mizo. The main purpose of this paper is to emphasize with details, sexism that can be found in three aspects of language: in the naming of animate and inanimate objects or words in general, in the idioms and phrases and proverbs. This study will also take into account the gender neutral terms that are in use in the language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender" title="gender">gender</a>, <a href="https://publications.waset.org/abstracts/search?q=Mizo" title=" Mizo"> Mizo</a>, <a href="https://publications.waset.org/abstracts/search?q=patriarchy" title=" patriarchy"> patriarchy</a>, <a href="https://publications.waset.org/abstracts/search?q=sexism" title=" sexism"> sexism</a> </p> <a href="https://publications.waset.org/abstracts/64627/a-detailed-study-of-sexism-in-mizo-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64627.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">411</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50</span> The Libyc Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Ait%20Ali%20Yahia">S. Ait Ali Yahia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the main features of the Maghreb is its linguistic richness. The multilingualism is a fact which always marked the Maghreb since the beginning of the history up to know. Since the arrival of the Phoenicians, followed by the Carthaginians, Romans, and Arabs, etc, there was a social group in the Maghreb which controlled two kinds of idioms. The libyc one remained, despite everything, the local language used by the major part of the population. This language had a support of written transmission attested by many inscriptions. Among all the forms of the Maghreb writing, this alphabet, however, continues to cause a certain number of questions about the origin and the date of its appearance. The archaeological, linguistic and historical data remain insufficient to answer these questions. This did not prevent the researchers from giving an opinion. In order to answer these questions we will expose here the various assumptions adopted by various authors who are founded on more or less explicit arguments. We will also speak about the various forms taken by the libyc writing during antiquity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=the%20alphabet%20libyc" title="the alphabet libyc">the alphabet libyc</a>, <a href="https://publications.waset.org/abstracts/search?q=Eastern%20libyc" title=" Eastern libyc"> Eastern libyc</a>, <a href="https://publications.waset.org/abstracts/search?q=Western%20libyc" title=" Western libyc"> Western libyc</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a> </p> <a href="https://publications.waset.org/abstracts/6391/the-libyc-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6391.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">302</span> </span> </div> 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