جستجوی مقالات مرتبط با کلیدواژه « استعاره شناختی » در نشریات گروه « علوم تربیتی »

Metaphor is an effective tool in understanding abstract concepts. The present study examines the use of metaphor in the second and third elementary school books of heavenly gifts and its role in understanding intangible concepts. In this regard, information about "domains of origin and destination","generalization of multiple meanings" and"partial mapping" were collected in two separate tables and analyzed. According to the findings of the research,the authors in the second grade have used 38metaphors to understand abstract concepts,16 lessons and in the third grade 46 metaphors to understand the concepts of 16lessons. Therefore, in each of the foundations, four out of 20lessons are completely devoid of metaphor. This, along with lessons where metaphor is not used, shows that the scattering of metaphors does not follow a regular diagram for use in all lessons; therefore, in a significant number of lessons, this tool has not been used properly. Considering the diversity of the origin domains used, it shows that the authors used 24 types of source domains to understand 23 species of destination in second grade of primary school and 36types of origin for objectifying 35 species of destination in third grade of primary school. As a result, with the advancement of students to higher level and their cognitive development, frequency and variety of metaphor usage in the book of heavenly gifts has increased. It is better to take a balanced look at the frequency and variety of metaphor usage in all courses by authors to facilitate the learning of intangible concepts.

Before the advent of cognitive linguistics، metaphor was thought to be a characteristic of literary language especially poetry، with little relevance to other language features. However، cognitive approaches to metaphor have strongly rejected this traditional view and have suggested that thought and action are structured by metaphors. They suggest that metaphors، affect systems of knowledge and belief pervasively and fundamentally. According to Lakoff، metaphor is primarily conceptual and part of the ordinary system of thought. As he maintains، metaphor is not any particular word or expression but is the ontological mapping across conceptual domains; not just a matter of language، but of thought and reason. Based on Lakoff’s theory of metaphor، the present study attempted to examine 10 story books written by different writers and to observe the kinds and the frequency with which metaphors were employed. The results showed that among the metaphors presented by Lakoff، personification was the one mostly utilized in these books. Also، the study signified that the metaphors were in conformity with the stages of cognitive development suggested by Piaget. Additionally، as the findings of the study revealed، the metaphors used in these books contributed to the understanding of subjective and incomprehensive concepts like trust، royalty، pride، and friendship by children.