The book deals with the important shift that has been heralded in cognitive linguistics from mere universal matters to cultural and situational variation. The discussions examine cognitive and cultural linguistics’ theories in relation to the following areas of research: (i) metaphorical conceptualization; (ii) the influence of culture on metaphor, metonymy and conceptual blends; (iii) the impact of culture and cognition on metaphorical lexis; (iv) the interface of pragmatics and cognition when metaphor is studied in situ, that is, in face-to-face as well as in virtual multimodal interaction; (v) the application of insights from metaphorical conceptualizations to language teaching, and (vi) recent methods for revealing (inter)cultural metaphorical conceptualizations (corpus-based approaches, gesture studies, etc.). The book brings together cognitive, functional, and (inter)cultural approaches.

Offers an extended, improved version of Conceptual Metaphor Theory (CMT), updating it in the context of current linguistic theory.

Traveling Conceptualizations is a monograph which is concerned with African cultural conceptualizations in Jamaican. It contributes to the study of Transatlantic relations between Africa and Jamaica, and in particular to the understanding of African influences in Jamaican linguistic practices. The book constitutes a first study of these phenomena from a cognitive-linguistic perspective and investigates traveling conceptualizations at the intersection of language, culture and cognition. The author explores Jamaican linguistic practices in different domains namely conceptualizations involving parts of the (human) body, conceptualizations of events, roles and relations underlying serial verb constructions, and conceptualizations of kinship and names. The study can be regarded as an innovative contribution as it looks not only at linguistic expressions on the surface but discusses the underlying cultural and cognitive basis of semantic structures. The study thus aims at making African-Jamaican connections on the conceptual level visible and also discusses notions of consciousness, agency and emblematicity.

The book presents the result of several diachronic corpus studies of conceptual metaphor in a longitudinal and emperical mixed methods design, employing both quantitative and qualitative analysis measures. The implications for conceptual metaphor theory, research methodology, and future study are discussed in detail.

The study of metaphor is now firmly established as a central topic within cognitive science and the humanities. This book explores the critical role that conceptual metaphors play in language, thought, cultural and expressive actions. It evaluates the arguments and evidence for and against conceptual metaphors across academic disciplines.

The ability to recognise, discuss and evaluate one’s educational beliefs and working practices in metaphoric terms has for several years been seen as a highly valuable tool for increasing self-awareness, facilitating learning (or teaching), and/or predicting behaviour. This is the first edited book solely devoted to the topic of researching elicited metaphor in education, and brings together key researchers from China, Poland, Puerto Rico, South America, UK and USA. The 12 chapters involve overviews and state-of-the-art articles, articles focussing on methodology and validation, as well as reflections on the effectiveness of techniques and research reports of recent empirical studies. The bulk of the articles relate to literacy (L1 and L2) and teacher education, but science education is also addressed. The book offers useful models for academics, professionals and PhD students in these areas, and provides solutions for improving the validity of elicited metaphor techniques in educational research.

The study of metaphor is now firmly established as a central topic within cognitive science and the humanities. We marvel at the creative dexterity of gifted speakers and writers for their special talents in both thinking about certain ideas in new ways, and communicating these thoughts in vivid, poetic forms. Yet metaphors may not only be special communicative devices, but a fundamental part of everyday cognition in the form of 'conceptual metaphors'. An enormous body of empirical evidence from cognitive linguistics and related disciplines has emerged detailing how conceptual metaphors underlie significant aspects of language, thought, cultural and expressive action. Despite its influence and popularity, there have been major criticisms of conceptual metaphor. This book offers an evaluation of the arguments and empirical evidence for and against conceptual metaphors, much of which scholars on both sides of the wars fail to properly acknowledge.