1,720,984 research outputs found
Replication data for: Learner translation of metaphor: Smooth sailing?
No full textThe datasets, R code and informant information letter for the article 'Learner metaphor in translation: Smooth sailing?'
The article abstract is as follows:
This article explores metaphor translation strategies of novice translators: university students translating from L1 Norwegian to L2 English. We first describe the translation strategies they employ in their translated texts (TTs), thereby offering evidence of what translators do with metaphor based on multiple translations of the same metaphor-dense source text (ST). We then go beyond this descriptive analysis to discuss why these translators make their particular choices, analyzing the students’ in-class discussion and individual written reflections about their translations. We thus illuminate the challenges that novice translators consciously perceive (that is, is metaphor a problem?), as well as the motivation for and evaluation of their translation solutions. In this way, we shed light on the concept of the ‘successful’ translation of metaphor.</p
Replication Data for: Figurative production in a computer-mediated discussion forum: Metaphors about relationship abuse
No full textThe datasets , R code and suppementary data file provide documentation for the chapter "Figurative production in a computer-mediated discussion forum: Metaphors about relationship abuse".
Abstract:
When people undergo traumatic events, they frequently turn to metaphor in an attempt to make what might initially seem indescribable into something comprehensible to others, and/or to help themselves reach a clearer understanding of what has happened to them. This investigation explores such metaphorical language produced in computer-mediated discourse by survivors of relationship abuse to communicate about various aspects of their experience, thus shedding light on a traditionally “taboo” subject that many people find difficult to broach. The analysis first explores the ways survivors “frame” their experience through a particular source domain, and then looks at the various source domain “scenarios” that are drawn upon to elaborate various particular salient details of the abuse. Such systematic analysis of discourse in online discussion fora highlights the ways in which relationship abuse survivors employ metaphor to discuss their experiences and feelings, and by extension, provides indications about their underlying conceptual understandings concerning what they have gone through
Replication Data for: Metaphors in high-stakes language exams
No full textThe dataset and R code here provide documentation for the chapter "Metaphors in high-stakes language exams".
Chapter abstract:
Lakoff and Johnson’s Conceptual Metaphor Theory advances the view that metaphor is a fundamental cognitive process defining our understanding of reality: “the essence of metaphor is understanding and experiencing one kind of thing [e.g. love] in terms of another [e.g. a journey]” (Lakoff & Johnson, 1980, p. 5). Such metaphors in thought (conceptual metaphors) are reflected as metaphors in language, i.e. by the words and expressions we produce (linguistic metaphors). Empirical research has since confirmed that linguistic metaphor is ubiquitous in both L1 and L2 language (see e.g. Nacey, 2013; Steen et al., 2010).
While metaphor therefore necessarily plays an important role in language learning, some scholars suggest that processing figurative language may pose challenges for L2 speakers of a language, who are less familiar with cultural conventions and connotations, and lack a figurative language repertoire (see e.g. Littlemore & Low, 2006). Pickins notes that this may be particularly true when learners are asked to interpret literary texts, which may “stretch the resources of the language to convey a particular poetic vision”. Metaphor is thus thought to be “difficult” for L2 learners, although as Low pointed out already in 1988 (p. 137) “it would be helpful to know whether the ways in which learners learn to cope with metaphor are similar from person to person”.
This paper addresses that acknowledged need by investigating how L2 learners of Norwegian respond to a task requiring them to interpret a literary metaphor and incorporate that metaphor in a text about their own lives: a task involving both receptive and productive metaphorical competence. The empirical data consists of 22 texts collected in the Norwegian Second Language Corpus (ASK), written by L2 Norwegian learners as part of the Test i norsk – høyere nivå [Test in Norwegian – higher level]. This test is a high-stakes language test primarily intended for immigrants to Norway who need to document their language skills for employment or for admission to Norwegian universities and colleges – a situation where students may want to employ low-risk strategies so as not to be penalized for apparent lack of language proficiency (see Littlemore & Low, 2006, p. 70).
The texts under investigation – comprising roughly 10,000 words in all – were produced by informants with one of eight different L1s and from one of twelve different countries, the entire set of responses to an identical task. They were instructed to write a text incorporating their own opinions and experiences of friendship with the message(s) in the Kolbjørn Falkeid poem Det er langt mellom venner [It is far between friends]:
It is far between friends. / Between friends lie many acquaintances / and much talk. / Friends are like bright, little cottages / far away in the mountain darkness. / You cannot mistake them for anything else. [own translation]
At the poem’s core is metaphorical simile steeped in the background of the Norwegian “hyttekultur”, the tradition of enjoying (often) primitive and isolated cabins in the wilderness as a means of temporarily escaping from both the demands of daily life and the temptation of modern conveniences including electricity and running water
This study focuses on the degree to which the informants themselves produce metaphor in their response manifesting their understanding of the poem (even though the exam instructions included no explicit mention of metaphor). Following Gibbs (1994, pp. 116-118), ‘understanding’ is here defined as a four-step process of comprehension (creating immediate meaning), recognition (recognizing the metaphor as metaphor), interpretation (analyzing and/or extending the metaphor) and appreciation (aesthetic judgement); Gibbs explains that while comprehension – the grasping of meaning – is crucial, the other three steps are later, and optional, products of understanding.
Metaphor identification in the L2 texts is carried out using the Scandinavian version of the Metaphor Identification Procedure Vrije Amsterdam, which requires analysis of each word for metaphorical status (Nacey, Greve, & Falck, 2019). Subsequent analysis focuses upon metaphor density (i.e., how much metaphor is produced), as well as the role of the identified metaphor clusters (i.e., what is the function of metaphor)
Replication data for: Systematic metaphors in Norwegian doctoral dissertation acknowledgements
No full textThis dataset contains summary data for each of the 49 analyzed texts in a research accepted for publication in the Scandinavian Journal of Educational Research. The article investigates patterns of systematic metaphors used to characterize various aspects of the doctoral education period, based on analysis of dissertation acknowledgements (DAs) from doctoral dissertations across academic disciplines and written by researchers from four PhD programs offered by a Norwegian university. A discourse dynamics approach was applied to the data, allowing for the identification of metaphors employed about these topics followed by the categorization of the identified metaphors into broader categories. The resulting overview of the systematic metaphorical patterns in DAs provides empirical evidence concerning how doctoral researchers view their experiences, useful in mentoring situations as a starting point for addressing attitudes, beliefs and values about the various challenges and rewards involved in doctoral trajectories
Replication Data for: The Norwegian dugnad in times of COVID-19
No full textThe identified metaphors (data) for the article 'The Norwegian dugnad in times of COVID-19', and analysis. Also supplemental information containing the original Norwegian source text of the English translations in the article
Replication Data for: Development of metaphorical production in learner language: A longitudinal perspective
No full textThe replication data, supplemental data, and R code provide documentation for the article "Development of metaphorical production in learner language: A longitudinal perspective".
Article abstract:
This article details a longitudinal corpus-based exploration into the development of metaphorical production of L2 learners. The study tracks the progress of five secondary school pupils aged 13-17 in Norway, with the data consisting of texts written for end-of-semester exams: two texts per pupil over four consecutive academic years.
The overall goal is to shed light on how metaphorical production changes as pupils progress through different semesters and grades in their school careers. To do so, three subordinate aims are addressed. First, the study investigates how metaphorical density varies over time, both for the group of pupils and for the individuals. In this regard, patterns for open-class versus closed-class metaphors across grade levels are also compared, to identify whether there is any particular level at which the use of the former overtakes the latter, as has been uncovered in previous research. A second aim is to examine the distribution of metaphor clusters over time, since clusters have been found to serve important discoursal functions and might therefore be expected to increase with improved proficiency over time. The third aim is to focus more closely on the identified metaphor clusters to explore the functions they serve in the written discourse of these language learners.</p
Replication data for: Pedagogical applications of learner corpora
No full textThis dataset contains replication and supplementary documentation of a systematic review of peer-reviewed research published in the period from 01 January 2014 to 08 August 2023 in the field of learner corpus research (LCR). Files 01 and 02 document the systematic search strategies and results. File 03 contains the full references cited in the related publication, together with links to learner corpora mentioned in that publication. The overall aim of the systematic review was to create and publish an overview of the pedagogical applications of learner corpus research, together with how learner corpora have informed and enhanced language pedagogy
Replication Data for: Metaphor elicitation project
No full textThis dataset contains replication and supplementary data for a project about metaphor elicitation, where informants were specifically prompted to produce a metaphor in written texts about a topic that was meaningful to them.
The main study related to this dataset took place in a Norwegian upper secondary class, and involved an interenvention over the course of a semester, with elicitation being conducted twice (at the start and at the end of the semester). A second elicitation study involving an online survey took place in Finland with college students (also two elicitataion points).
This dataset contains the entire texts produced by the Norwegian and Finnish informants from all four elicitation points (the elicited metaphors and justifications, if any).
The documents here also provide the information and consent form, metadata questionaire, classroom exercises, elicitation tasks, and interview guides created for the Norwegian intervention
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
- …
