Author: Cecilie Ammitsbøll Husted
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Author: Wan Wan
Publisher: John Benjamins Publishing Company
ISBN: 9027268436
Category : Foreign Language Study
Languages : en
Pages : 341

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Book Description
The ability to recognise, discuss and evaluate one’s educational beliefs and working practices in metaphoric terms has for several years been seen as a highly valuable tool for increasing self-awareness, facilitating learning (or teaching), and/or predicting behaviour. This is the first edited book solely devoted to the topic of researching elicited metaphor in education, and brings together key researchers from China, Poland, Puerto Rico, South America, UK and USA. The 12 chapters involve overviews and state-of-the-art articles, articles focussing on methodology and validation, as well as reflections on the effectiveness of techniques and research reports of recent empirical studies. The bulk of the articles relate to literacy (L1 and L2) and teacher education, but science education is also addressed. The book offers useful models for academics, professionals and PhD students in these areas, and provides solutions for improving the validity of elicited metaphor techniques in educational research.

Author: Erich A. Berendt
Publisher: John Benjamins Publishing
ISBN: 9027291608
Category : Language Arts & Disciplines
Languages : en
Pages : 263

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Book Description
In Contemporary Metaphor Theory (CMT) research has predominantly focused on the English language with few studies of others and even less systematic comparative work. This volume focuses on the discourse domain of LEARNING (formal, technical and informal aspects) and brings together a variety of language perspectives, some specifically comparative, on aspects of learning from historical transformations in metaphoric language use through contemporary social values and classroom discourse to planning for the future in educational policy to see how conceptual metaphoric patterns and conventional metaphors with related figurative language impact on social values and culturally conditioned perspectives in learning. Most papers reflect Lakoffian conceptual metaphoric research including critical evaluation of analytical issues. Languages included are Arabic, Chinese, English, Hungarian, Japanese, Malay, Polish, Russian and the South African language area. Most papers utilize extensive data including such genre as technical writing, essays, conversational interaction, newspaper corpus and proverbs.

Author: Tamer Amin
Publisher: Routledge
ISBN: 1315316900
Category : Education
Languages : en
Pages : 269

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Book Description
Scientific concepts are abstract human constructions, invented to make sense of complex natural phenomena. Scientists use specialised languages, diagrams, and mathematical representations of various kinds to convey these abstract constructions. This book uses the perspectives of embodied cognition and conceptual metaphor to explore how learners make sense of these concepts. That is, it is assumed that human cognition – including scientific cognition – is grounded in the body and in the material and social contexts in which it is embedded. Understanding abstract concepts is therefore grounded, via metaphor, in knowledge derived from sensory and motor experiences arising from interaction with the physical world. The volume consists of nine chapters that examine a number of intertwined themes: how systematic metaphorical mappings are implicit in scientific language, diagrams, mathematical representations, and the gestures used by scientists; how scientific modelling relies fundamentally on metaphor and can be seen as a form of narrative cognition; how implicit metaphors can be the sources of learner misconceptions; how conceptual change and the acquisition of scientific expertise involve learning to coordinate the use of multiple implicit metaphors; and how effective instruction can build on recognising the embodied nature of scientific cognition and the role of metaphor in scientific thought and learning. The volume also includes three extended commentaries from leading researchers in the fields of cognitive linguistics, the learning sciences, and science education, in which they reflect on theoretical, methodological and pedagogical issues raised in the book. This book was originally published as a special issue of the International Journal of Science Education.

Author: R. Holme
Publisher: Springer
ISBN: 0230503004
Category : Language Arts & Disciplines
Languages : en
Pages : 257

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Book Description
Understanding metaphor raises key questions about the relationship between language and meaning, and between language and mind. This book explores how this understanding can impact upon the theory and practice of language teaching. After summarising the cognitive basis of metaphor and other figures of speech, it looks at how this knowledge can inform classroom practice. Finally, it sets out how we can use these insights to re-appraise language learning theory in a way that treats it as consonant with the cognitive nature of language.

Author: Dr. Ken Badley
Publisher: Wipf and Stock Publishers
ISBN: 1621893537
Category : Religion
Languages : en
Pages : 168

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Book Description
Metaphors We Teach By helps teachers reflect on how the metaphors they use to think about education shape what happens in their classrooms and in their schools. Teaching and learning will differ in classrooms whose teachers think of students as plants to be nurtured from those who consider them as clay to be molded. Students will be assessed differently if teachers think of assessment as a blessing and as justice instead of as measurement. This volume examines dozens of such metaphors related to teaching and teachers, learning and learners, curriculum, assessment, gender, and matters of spirituality and faith. The book challenges teachers to embrace metaphors that fit their worldview and will improve teaching and learning in their classrooms.

Author: Lynne Cameron
Publisher: A&C Black
ISBN: 1441175644
Category : Language Arts & Disciplines
Languages : en
Pages : 306

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Book Description
'Metaphor in Educational Discourse is a superb piece of applied linguistics research that integrates Vygotsky's theory of concepts with current work on metaphor into a coherent framework for investigating how teachers and learners negotiate figurative language in order to promote development in the classroom setting. In what is likely to become the standard for future studies in this area, Lynne Cameron meticulously demonstrates the central role of linguistic metaphors in classroom learning - designed to lead learners to a deeper understanding of complex mathematical and scientific concepts.' James P. Lantolf, Professor of Applied Linguistics, The Pennsylvania State University. This book reports research into metaphor in use with school students. The setting for the research is a UK school and the participants are around ten years old, with their first language well established but still developing concepts and understandings. Close examination of a corpus of classroom spoken discourse reveals how metaphor is employed by their teachers, not just in explaining ideas, but, in managing and mediating the activity of the classroom and the learning of the students. Particular issues discussed include: the problems of identifying metaphors in spoken discourse, the conventionalism of metaphors in the discourse of socio-cultural groups, and how a socio-cultural approach can account for systematicity in metaphor use.

Author: Andy Davies
Publisher: Cambridge Scholars Publishing
ISBN: 1443867306
Category : Education
Languages : en
Pages : 245

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Book Description
Metaphors for, in and of Education Research draws on a variety of philosophical, theoretical and methodological approaches exploring metaphors as instruments for describing, understanding and inspiring education research. Key themes addressed by authors in this collection include: how metaphors provide new understandings of the philosophical assumptions underlying education research; how metaphors provide new perspectives on methodological issues in education research; and how metaphors evoke cognitive, affective and volitional responses to the experience of conducting or participating in education research. The book includes chapters written by academics with experience in various education sectors including middle, high school and tertiary education. Areas of academic expertise include doctoral study, literacy and learning, special education, educational partnerships and leadership, and applied linguistics.

Author: Sharon L. Pugh
Publisher:
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 164

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Book Description
This book provides material and ideas for bringing metaphorical thinking into the classroom in the context of language discussions. It is organized to link the conceptual with the concrete, integrating teaching ideas with discussions concerning the various roles that metaphorical thinking plays in human understanding and communications. The book's first part, "The Nature of Metaphors and Metaphorical Thinking," discusses metaphorical thinking, how metaphors work, and the kinds of comparison involved in metaphorical thinking. The second part, "Personal and Cultural Aspects of Metaphors," deals with metaphors and self-awareness, metaphors and the enabling process, and extending self to cultural awareness. The book's third part, "Critical Aspects of Metaphorical Thinking," discusses metaphor, language, and thought; metaphors in critical reading and thinking; and metaphors and creativity. The fourth section, "A Resource Section for Using Metaphors in the Classroom," deals with strategies for metaphorical teaching, metaphors that help in teaching reading, and the importance of metaphors across content areas. A brief "Conclusion," a 27-item selected and annotated bibliography of books on metaphors and language, and a list of 170 references conclude the document. (SR)

Author: Ulrike Schröder
Publisher: De Gruyter Mouton
ISBN: 9783111353470
Category : Language Arts & Disciplines
Languages : en
Pages : 0

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Book Description
The book brings together contributions from researchers in the fields of cognitive and cultural linguistics and addresses current issues on metaphor studies from an (inter)cultural perspective.