Metaphor in the Curriculum

这个项目是在AHRC资助的“用历史辞典映射隐喻”项目中确定的，需要针对中学学生和教师的英语隐喻教育资源。在该项目的最后阶段，该团队与一群学校教师和其他教育专业人员密切合作，建立了材料应该采用的形式，以最好地满足学习者的需求。映射隐喻的主要公共输出是一张“隐喻地图”，它通过互动的可视化展示了英语词汇揭示了整个英语历史(从盎格鲁-撒克逊时代到现在，13个世纪)说话者和作家在语义区之间建立的隐喻联系。最近的语言学研究已经确定，在语篇和言语中可见的隐喻(例如，他冷淡地对待我，小狗脾气暴躁，她尴尬得要命)背后的隐喻是所谓的“概念隐喻”，即不同意义区域之间的系统性联系(上面三个例子都实例化了隐喻情感是热的)。隐喻地图有一个动态的基于网络的界面，使用户能够在不同的具体程度上探索隐喻。顶层视图显示了37个类属类别(如世界、动物、身体感觉、心理能力)之间的隐喻联系。深入查看显示了C.400易于理解的基本类别之间的联系(例如，大气和天气、爬行动物、味道、想象力)。用户点击查看“隐喻卡片”，上面会显示更多细节，包括例句、日期信息和转账方向。该地图还直接链接到《历史英语同义词词典》(HT)中的特定词条，允许用户在资源之间无缝移动。HT(http://historicalthesaurus.arts.gla.ac.uk/)包含793,742个单词形式并提供地图的源数据：HT利用了完整的牛津英语词典第二版，并在公元约700-1150年期间使用了古英语同义词词典(Roberts&Kay 1995)。地图中显示的隐喻联系已由映射隐喻项目小组通过劳动密集型和完全自下而上、以证据为导向的方法确定。我们已经确定了语义范畴之间的约20,000个联系，这些联系构成了数以万计的具有隐喻意义的词汇的基础。后续项目的目的是创建资源，供中学英语语言和文学教师和学生在课堂和自学中使用。最初的重点是苏格兰卓越课程的高级阶段(中四至中六)；一些材料也适用于早期阶段(中一至中三)。在该项目的范围内，我们还将更广泛地调查我们的材料在英国使用的潜力。根据焦点小组和测试环节中教师和学生的意见，我们将创建一系列免费可用的材料：(1)文学和新闻语篇中的隐喻工作表；(2)一套互动的在线活动，重点关注隐喻特别有效的特定意义领域(例如，爱、愤怒、死亡等概念是如何用隐喻表达的)；(3)供教师下载的课堂笔记；(4)以教育为目标的地图版本，附有新的在线说明，收录了关于文本中的隐喻、隐喻和语言变化、文学中的隐喻等主题的信息页面，以及针对中学的关于隐喻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设备上与地图互动的应用程序。这些资源将首先通过在教育活动上的演讲和相关网站上的链接进行宣传。

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.