By Randal Holme (auth.)
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Extra resources for Mind, Metaphor and Language Teaching
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London: Paul Elek) A larger dream, Alpine landscape is evoked through a few of its features, ‘summits’, ‘tops of several mountains’, ‘rocks’ and ‘precipices’. Yet the dream-quality of the ‘Progress’ only adds to the writer’s lack of control over quite how the scene is evoked. In my imagination, it is not evoked as a real scene at all, but as a painting. The association of metonymy with this type of fluidity and imprecision adds to its metaphoric quality, when ‘metaphoric’ is construed as breaking down distinct meanings in order to forge others anew.
When we grasp these differences of meaning, we can also consider how some categories extend into the domains of different metaphors. What teachers and students can do with their understanding of categories Students can explore categories outside and inside the classroom. Category borders partly belong to cultures, and when Byram et al. (1991) launched the LARA (Language and Residence Abroad Project), one of their objectives was to help students come into closer contact with the target language of their culture.
It is this process which should merit out attention. Let us consider two expressions ‘Juliet is the sun’ and ‘her performance was dazzling’. The first comes through clearly as a metaphor even though it is well-known and has been much discussed. The second may escape our attention. It almost seems like a common use of language. Yet this distinction is relatively uninteresting. What is more important is how both metaphors exploit the same conceptual metaphor. This might be framed as ‘beauty and excellence are brightness’.