Resources not rulebooks

IF 0.9 Q2 LINGUISTICS

Metaphor and the Social World Pub Date : 2019-11-05 DOI:10.1075/msw.18022.cus

I. Cushing

引用次数: 5

Abstract

This paper explores the way that teachers use metaphors to think and talk about grammar and what this means for classroom practice. It does so by employing conceptual metaphor theory to analyse teachers’ metalinguistic discourse, focusing particularly on construals of grammar and grammar teaching. Based on a series of interviews with 24 UK-based secondary school English teachers, the findings suggest that teachers make extensive use of metaphor, often mapping the abstract domain of grammar with concrete domains such as construction material and rulebook. The discipline of English studies itself was often construed as a series of separate parts, with grammar occupying a physical space that was often seen as disconnected to other aspects of the curriculum. The findings are discussed in relation to sociocultural contexts, including the current climate of English teaching in the UK, educational policy discourse, public and professional views on language, and the place of grammar on the curriculum.

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资源而非规则手册

本文探讨了教师使用隐喻思考和谈论语法的方式，以及这对课堂实践意味着什么。运用概念隐喻理论对教师的元语言话语进行分析，特别是语法的构念和语法教学。基于对24名英国中学英语教师的一系列采访，研究结果表明，教师广泛使用隐喻，经常将抽象的语法领域与具体的领域（如结构材料和规则手册）进行映射。英语研究学科本身通常被解释为一系列独立的部分，语法占据了一个物理空间，通常被视为与课程的其他方面脱节。研究结果与社会文化背景有关，包括英国当前的英语教学氛围、教育政策话语、公众和专业人士对语言的看法，以及语法在课程中的地位。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Metaphor and the Social World LINGUISTICS-

CiteScore

2.20

自引率

11.10%

发文量

期刊介绍： The journal Metaphor and the Social World aims to provide a forum for researchers to share with each other, and with potential research users, work that explores aspects of metaphor and the social world. The term “social world” signals the importance given to context (of metaphor use), to connections (e.g. across social, cognitive and discourse dimensions of metaphor use), and to communication (between individuals or across social groups). The journal is not restricted to a single disciplinary or theoretical framework but welcomes papers based in a range of theoretical approaches to metaphor, including discourse and cognitive linguistic approaches, provided that the theory adequately supports the empirical work. Metaphor may be dealt with as either a matter of language or of thought, or of both; what matters is that consideration is given to the social and discourse contexts in which metaphor is found. Furthermore, “metaphor” is broadly interpreted and articles are welcomed on metonymy and other types of figurative language. A further aim is to encourage the development of high-quality research methodology using metaphor as an investigative tool, and for investigating the nature of metaphor use, for example multi-modal discourse analytic or corpus linguistic approaches to metaphor data. The journal publishes various types of articles, including reports of empirical studies, key articles accompanied by short responses, reviews and meta-analyses with commentaries. The Forum section publishes short responses to papers or current issues.