Metaphor in the Curriculum

课程中的隐喻

• 批准号: AH/M00936X/1
• 负责人: Wendy Anderson
• 金额: $ 9.34万
• 依托单位: University of Glasgow
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2015
• 资助国家: 英国
• 起止时间: 2015 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=AH%2FM00936X%2F1
• 关键词: Metaphor; Curriculum

This project emerges from a need, identified during the AHRC-funded 'Mapping Metaphor with the Historical Thesaurus' project, for educational resources on metaphor in English targeting secondary school learners and teachers. In the final stages of that project, the team worked closely with a group of school teachers and other education professionals to establish the form that materials should take to best address learners' needs.The main public output of Mapping Metaphor is a 'Metaphor Map', which shows through an interactive visualisation what the vocabulary of English reveals about the metaphorical connections that speakers and writers have made between semantic areas over the entire history of English (from Anglo-Saxon times to the present, a period of thirteen centuries). Recent research in linguistics has firmly established that underlying the metaphors visible in text and speech (e.g. linguistic expressions like 'He gave me the cold shoulder', 'Small dogs have fiery temperaments', 'She was burning with embarrassment') are so-called 'conceptual metaphors', systematic connections between distinct areas of meaning (all three examples above instantiating the metaphor EMOTION IS HEAT). The Metaphor Map has a dynamic web-based interface that enables users to explore metaphors at different levels of specificity. A top-level view shows metaphor connections between 37 generic-level categories (e.g. The World, Animals, Physical sensation, Mental capacity). A drill-down view shows connections between c.400 readily-understood, basic-level categories (e.g. Atmosphere and weather, Reptiles, Taste, Imagination). Users click to view 'Metaphor cards' which display further details, including example words, date information and direction of transfer. The Map also links directly to specific entries in the Historical Thesaurus of English (HT), allowing users to move seamlessly between the resources. The HT (http://historicalthesaurus.arts.gla.ac.uk/) contains 793,742 word forms and provides the Map's source data: the HT draws on the complete 2nd edn of the Oxford English Dictionary and, for the period c.700-1150 AD, A Thesaurus of Old English (Roberts & Kay 1995). The metaphorical connections displayed in the Map have been identified by the Mapping Metaphor project team through a labour-intensive and entirely bottom-up, evidence-driven methodology. We have identified c.20,000 connections between semantic categories, which underlie many tens of thousands of lexical items with metaphorical senses. The aim of the follow-on project is to create resources for use by teachers and learners of English Language and Literature at secondary-school level, both in the classroom and in self-study. The initial focus is on the senior phase of the Scottish Curriculum for Excellence (S4-S6); some materials will also be suitable for use in the earlier stages (S1-S3). Within the project's scope we will also investigate the potential for use of our materials in the UK more broadly. With input from teachers and learners in focus groups and testing sessions, we will create a range of freely available materials: (1) worksheets on metaphor in literary and journalistic texts; (2) a set of interactive online activities focusing on specific areas of meaning in which metaphor is especially productive (e.g. how are concepts like LOVE, ANGER, DEATH expressed metaphorically); (3) downloadable lesson notes for teachers; (4) an educationally-targeted version of the Map with new online instructions, incorporating information pages on topics including metaphor in text, metaphor and language change, and metaphor in literature, and an annotated bibliography of web and print materials on metaphor, aimed at secondary schools; (5) an App to enable learners to interact with the Map on tablets and mobile devices. The resources will be promoted in the first instance through talks at educational events and links on relevant websites.

这个项目的出现是因为需要，在亚洲人权委员会资助的“映射隐喻与历史词库”项目期间，确定了针对中学学习者和教师的英语隐喻教育资源。在该项目的最后阶段，该团队与一组学校教师和其他教育专业人员密切合作，以确定材料应采取的形式，以最好地满足学习者的需求。它通过交互式的可视化展示了英语词汇揭示了说话者和写作者在语义区域之间建立的隐喻联系在整个英语历史上（从盎格鲁-撒克逊时代到现在，一个十三世纪的时期）。最近的语言学研究已经确定，在文本和语音中可见的隐喻（例如，语言表达，如“他给了我冷肩膀”，“小狗脾气暴躁”，“她被愤怒燃烧”）是所谓的“概念隐喻”，不同意义区域之间的系统联系（上面的所有三个例子都是隐喻“情绪是热”）。隐喻地图有一个动态的基于网络的界面，使用户能够探索不同层次的具体隐喻。顶层视图显示了37个类属级别类别之间的隐喻联系（例如，世界，动物，身体感觉，心理能力）。一个向下钻取的视图显示了c.400容易理解的基本级别类别（例如大气和天气，爬行动物，味道，想象力）之间的联系。用户点击查看“隐喻卡片”，其中显示更多详细信息，包括示例单词、日期信息和转账方向。地图还直接链接到英语历史同义词词典（HT）中的特定条目，允许用户在资源之间无缝移动。HT（http：//historicalthesaurus.arts.gla.ac.uk/）包含793，742个单词形式，并提供了地图的源数据：HT借鉴了完整的第二版牛津英语词典，以及公元700 -1150年期间的古英语词库（Roberts & Kay 1995）。地图中显示的隐喻联系由Mapping Metaphor项目团队通过劳动密集型和完全自下而上的证据驱动方法确定。我们已经确定了约20，000个语义类别之间的联系，这些联系构成了成千上万个具有隐喻意义的词汇项目的基础。后续项目的目的是为中学英语语言和文学教师和学习者在课堂和自学中提供资源。最初的重点是苏格兰卓越课程的高级阶段（S4-S6）;一些材料也适用于早期阶段（S1-S3）。在该项目的范围内，我们还将调查我们的材料在英国更广泛使用的潜力。通过教师和学习者在焦点小组和测试环节中的投入，我们将创建一系列免费的材料：（1）文学和新闻文本中的隐喻;（2）一系列互动的在线活动，重点关注隐喻特别富有成效的特定意义领域（例如，如何用隐喻表达爱、愤怒、死亡等概念）;（3）供教师下载的课程笔记;（4）以教育为目标的地图版本，增加了新的在线说明，包括关于文本中的隐喻、隐喻和语言变化以及文学中的隐喻等主题的信息页面，以及针对中学的网络和印刷材料的注释书目;（5）使学习者能够在平板电脑和移动的设备上与地图互动的应用程序。首先将通过教育活动中的讲座和相关网站上的链接来宣传这些资源。