Multimodal metaphors in multimedia language learning histories
Vera Menezes School of Letters, Federal University of Minas Gerais
(UFMG), The National Council for Scientific and Technological
Development (CNPq), Minas Gerais State Science Foundation 1
Metaphor understanding and experiencing one kind of thing in
terms of another. (Lakoff and Johnson, 1980: 5) 2
Metaphor A cognitive mechanism where an experiential domain is
partly mapped in a different experiential domain, in such a way
that the second domain is partially understood in terms of another.
(Barcelona, 2003: 3) 3
An experiential domain (container) is partly mapped in a
different experiential domain (mind), in such a way that the second
domain is partially understood in terms of another (mind is a
container). Source domain: container Target domain: mind
http://instructionaldesign. com.au/content/problem- based-learning
4
Acquisition metaphor Language is a good. Acquisition =
acquiring a language (good) and putting it into the mind
(container) Container is an image schema projected onto the
abstract concept - mind (metaphorical meaning)
http://instructionaldesign. com.au/content/problem- based-learning
AcquisitionAcquisition 5
Metonymy A cognitive process in which one conceptual entity,
the vehicle, provides mental access to another conceptual entity,
the target, within the same idealized cognitive model. (Radden and
Kvecses, 1999: 21) 6
During the first semester of 2005, I had my first opportunity
to work as and English teacher. At that point, I decided to study
more in my English classes at school Examples of Metonymy 7
The classes were always the same: we would read one of the
texts from the text book we used and answer those kind of dumb
questions. Oh no! This gesture indicates feeling (boredom) Examples
of Metonymy 8
METAPHOR: TWO DOMAINS METONYMY: ONE DOMAIN 9
MULTIMODAL METAPHOR In contrast to monomodal metaphors,
multimodal metaphors are metaphors whose target and source are each
represented exclusively or predominantly in different modes. The
qualification exclusively or predominantly is necessary because
non-verbal metaphors often have targets and/or sources that are
cued in more than one mode simultaneously. (Forceville: 24) 10
MULTIMODAL METAPHORS 11
The metaphoric/metonymic processing can become complex when the
compression involves multimodality, that is, the interaction of
different means of expression. In this case, we have a series of
simultaneous metonymic mappings, from which metaphors emerge.
MULTIMODAL METAPHOR 12
http://www.veramenezes.com/multi15.htm 13
MY ENGLISH LEARNING HISTORY My English learning begins in the
Elementary School. In that time, I was amazed with the learning of
that new language. It was something totally new for me and I felt
very proud of being able to speak some sentences like: Whats your
name? and to answer this question with My name is Renato. 14
MY ENGLISH LEARNING HISTORY I felt I was not only a little boy
anymore, since I was able to understand a foreign language. Besides
that, I dont know very well why, but English had some kind of
attractive power towards me and I would never get bored during the
English classes. Actually, I was always a step forward in relation
to my colleagues that would not enjoy the classes as much as I
would. 15
MY ENGLISH LEARNING HISTORY I passed the examinations and began
studying. I was very happy. 16
One day, I asked a friend if she would like to study with me,
in order that we both could refine our English. Then she answered:
"No, thank you. I dont want to study with someone that knows less
than I do. Its no use." I got so embarrassed that I could hardly
find an answer to this. Then I said: Ok, thank you anyway. MY
ENGLISH LEARNING HISTORY 17
Nevertheless, I decided to face the challenge and began
studying like a crazy to catch up with the other students who had
had the opportunity to begin their studies in private schools since
their early childhood. Now I'm almost graduating 18
Source: http://www.veramenezes.com/4nar-cliteracy.htm 19
Good/success is up
GOOD IS UP - BAD IS DOWN Source: Alice Chicks databank:
http://llhs.wikifoundry.com/page/15 20
CONTAINER METAPHOR Source: Alice Chicks databank:
http://llhs.wikifoundry.com/page/15 21
CONCLUSION Metaphors and metonymies for both language and
language learning can help us understand the complex phenomenon of
language and language learning. 22
REFERENCESBarcelona, Antonio (ed.) (2003). Metaphor and
metonymy at the crossroads: A Cognitive Perspective. Berlin, New
York: Mouton de Gruyter. Forceville, Charles (2009). Non-verbal and
multimodal metaphor in a cognitive framework: agendas for research.
In Charles Forceville & Eduardo Urios-Aparisi (eds.) Multimodal
Metaphor. Berlin/New York: Mouton de Gruyter, 45-71. . Lakoff, g.;
Johnson, M. Metaphors We Live By. Chicago: University of Chicago
Press, 1980. Radden, Gnter & Zoltn Kvecses. Towards a theory of
metaphor. In: Yvyan Evans, Benjamin K. Bergen & Jrg Zinken
(eds.) (2007) The cognitive linguistics reader. London: Equinox,
335-359. 23