A hybrid methodology of linguistic metaphor identification in elicited data and its conceptual implications
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Ariadna Strugielska
Abstract
This chapter develops a hybrid methodology of linguistic metaphor identification in elicited data, which is a tentative solution to two related problems inherent in much of the research into elicited A is B metaphors, namely definitions of metaphoricity which are based solely on conceptual criteria and approaches to the stability of concepts (possibly) underlying linguistic metaphors which neglect the impact of sentence-level context on categorisation. In order to reveal the idea behind the hybrid model, the chapter is divided into three sections. First, criteria for simple and complex procedures are proposed, which then serve as parameters along which representative methodologies for linguistic metaphor recognition are compared. These juxtapositions make it evident that approaches to metaphor classification form a family-resemblance category, where the multiplicity of perspectives is a norm. To meet this standard, a hybrid approach to elicited data related to educational research is developed. The methodology enables the classification of linguistic examples into five categories, whose stability is taken as an indicator of the informants’ convictions (Low, Chap. 1 this volume, Sec. 4.1). Finally, extrapolations from the linguistic to the conceptual highlight the unique role of attenuated lexico-grammatical categories and the arguable position of conceptual metaphors in motivating people’s beliefs about education.
Abstract
This chapter develops a hybrid methodology of linguistic metaphor identification in elicited data, which is a tentative solution to two related problems inherent in much of the research into elicited A is B metaphors, namely definitions of metaphoricity which are based solely on conceptual criteria and approaches to the stability of concepts (possibly) underlying linguistic metaphors which neglect the impact of sentence-level context on categorisation. In order to reveal the idea behind the hybrid model, the chapter is divided into three sections. First, criteria for simple and complex procedures are proposed, which then serve as parameters along which representative methodologies for linguistic metaphor recognition are compared. These juxtapositions make it evident that approaches to metaphor classification form a family-resemblance category, where the multiplicity of perspectives is a norm. To meet this standard, a hybrid approach to elicited data related to educational research is developed. The methodology enables the classification of linguistic examples into five categories, whose stability is taken as an indicator of the informants’ convictions (Low, Chap. 1 this volume, Sec. 4.1). Finally, extrapolations from the linguistic to the conceptual highlight the unique role of attenuated lexico-grammatical categories and the arguable position of conceptual metaphors in motivating people’s beliefs about education.
Chapters in this book
- Prelim pages i
- Table of contents v
- Conventions vii
- Acknowledgement ix
- Introduction 1
-
Researching elicited metaphor in educational contexts
- A practical validation model for researching elicited metaphor 15
- Methodological approaches and strategies for elicited metaphor-based research 39
- A hybrid methodology of linguistic metaphor identification in elicited data and its conceptual implications 65
- Metaphor analysis in L2 education 93
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Specific collection, validation and analysis methods
- Retrospective Metaphor Interviews as an additional layer in elicited metaphor investigations 119
- Crowdchecking conceptual metaphors 139
- The role of metaphors in novice and experienced L2 instructors’ classroom practice 167
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Testing the power of research instruments
- Researching academic literacy metaphors 189
- Developing critical thinking in academic writing through a metaphor elicitation technique 213
- Metaphorical conceptualizations and classroom practices of instructors teaching an accelerated postsecondary developmental literacy course 239
- Beyond “elicit and run” metaphor research 265
- Chilean preservice teachers’ metaphors about the role of teachers as professionals 289
- Index of names 315
- Index of terms 321
Chapters in this book
- Prelim pages i
- Table of contents v
- Conventions vii
- Acknowledgement ix
- Introduction 1
-
Researching elicited metaphor in educational contexts
- A practical validation model for researching elicited metaphor 15
- Methodological approaches and strategies for elicited metaphor-based research 39
- A hybrid methodology of linguistic metaphor identification in elicited data and its conceptual implications 65
- Metaphor analysis in L2 education 93
-
Specific collection, validation and analysis methods
- Retrospective Metaphor Interviews as an additional layer in elicited metaphor investigations 119
- Crowdchecking conceptual metaphors 139
- The role of metaphors in novice and experienced L2 instructors’ classroom practice 167
-
Testing the power of research instruments
- Researching academic literacy metaphors 189
- Developing critical thinking in academic writing through a metaphor elicitation technique 213
- Metaphorical conceptualizations and classroom practices of instructors teaching an accelerated postsecondary developmental literacy course 239
- Beyond “elicit and run” metaphor research 265
- Chilean preservice teachers’ metaphors about the role of teachers as professionals 289
- Index of names 315
- Index of terms 321
