Metaphors of Climate Science in Three Genres: Research Articles, Educational Texts, and Secondary School Student Talk
Metaphors of Climate Science in Three Genres: Research Articles, Educational Texts, and Secondary School Student Talk
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DOI：
10.1093/applin/amx035
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发表时间：
2019-04-01
影响因子：
3.6
通讯作者：
Paul, Shirley-Anne
中科院分区：
文献类型：
--
作者：
Deignan, Alice;Semino, Elena;Paul, Shirley-Anne
专家们普遍认为，人为气候变化正在发生，而且其严重程度将会加剧，但这一观点并没有在更多的非专业文本中得到明确反映。研究表明，学生对气候变化的理解有限，有时甚至是错误的。科学家使用隐喻来发展思想并与非科学家进行交流；它们也被教育工作者使用。本研究通过比较三个语料库、研究文章、学生教育材料以及对英格兰北部 11 至 16 岁学生的采访记录中的隐喻使用，调查学生对气候变化的理解。我们发现这三个语料库共享一些隐喻；在这种情况下，研究人员的使用往往是高度常规化和技术性的，而教育材料则扩展和探索隐喻，而学生的使用则更具创造性，有时会导致对科学的描述不准确。学生还根据他们直接的具体经验，可能还根据视觉教育材料，发展出一些自己独特的隐喻；这些比喻传达了对气候科学的高度简化且往往不准确的理解。
Experts are generally in agreement that anthropogenic climate change is happening and will increase in severity, but this view is not clearly reflected in more non-specialist texts. Research has shown that school students have a limited and sometimes faulty understanding of climate change. Metaphors are used by scientists in developing thought and communicating with non-scientists; they are also used by educators. This research investigates students' understandings of climate change by comparing metaphor use in three corpora, of research articles, student educational materials, and of transcribed interviews with school students aged 11-16 from the north of England. We find that some metaphors are shared by the three corpora; where this happens, the researchers' use tends to be highly conventionalized and technical, while educational materials extend and explore metaphors, and the students' use is still more creative, sometimes resulting in inaccurate descriptions of the science. Students also develop some of their own distinctive metaphors based on their immediate concrete experience, and possibly on visual educational materials; these metaphors convey highly simplified and often inaccurate understandings of climate science.