Module QXL-3357:
Metaphor and Thought

Module Facts

Run by School of Arts, Culture and Language

20.000 Credits or 10.000 ECTS Credits

Semester 2

Organiser: Dr Dan Ponsford

Overall aims and purpose

This course looks at metaphoric and other figurative language (particularly metonymy), as well as the ways of thinking that underlie such language. It covers a number of theories within cognitive linguistics that deal with metaphor, metonymy, and metaphoric and metonymic thinking (particularly Conceptual Metaphor Theory, primary metaphor theory, and conceptual integration/blending). In keeping with the cognitive linguistic view of language, that it involves the same cognitive processes as other forms of thinking, the module also looks at metaphor and metonymy as they occur in non-linguistic means of communication. It also looks at experimental approaches to metaphor.

Aims:
• To develop students’ understanding of cognitive linguistic approaches to figurative language such as metaphor and metonymy.
• To enhance students’ awareness of the nature and complexity of figurative thought as evidenced by representation in language.
• To develop students’ ability to analyse figurative language and thought by employing the key tools and relevant theoretical frameworks of cognitive linguistics.

Course content

  1. Literal and non-literal language
  2. Frames, domains, Idealized Cognitive Models
  3. Conceptual Metaphor Theory
  4. Primary metaphor theory
  5. Metonymy
  6. Conceptual integration (blending)
  7. Gestural and non-linguistic metaphor and metonymy
  8. Experimental approaches to metaphor

Assessment Criteria

threshold

D:
Student has achieved the minimum acceptable standard of understanding and/or knowledge in all the learning outcomes. Student can demonstrate a minimum level of understanding of the basic concepts and be able to apply them to data with some degree of accuracy.

good

B:
Student has achieved a better-than-average standard of understanding and/or knowledge in all learning outcomes, and has a clear and accurate understanding of concepts; ability to apply concepts to data critically and thoughtfully; evidence of wide reading and clear and accurate reference to source materials; free from misunderstanding and errors of content; free from irrelevant material.

excellent

A:
Student has achieved a thorough standard of understanding and/or knowledge in all learning outcomes; or student has demonstrated an exceptional level of achievement in one or more learning outcomes together with a good overall standard. Student has achieved a thorough understanding of the subject, both in terms of content and theory; student is able to apply concepts clearly and accurately; substantial evidence of critical and original thought and analysis; clear, logical argument; high level of communicative competence; free from irrelevant material and errors of spelling and punctuation; evidence of extensive reading beyond basic texts and clear and accurate references to source material.

Learning outcomes

  1. Students will an understand the main concerns, aims, theoretical assumptions, theories and methodologies employed in cognitive linguistic

  2. Students will be able to analyse and critically evaluate competing cognitive linguistic theories that address figurative language.

  3. Students will be able to compare and critically evaluate the relative and complementary merits of various kinds of competing methodologies and select an appropriate methodology in investigating specific issues relating to the linguistics and conceptual organisation of figurativity.

  4. Students will know and be able to use a range of principles and analytic methods common to cognitive linguistic approaches to the conceptualisation of figurativity.

Assessment Methods

Teaching and Learning Strategy

Hours
Lecture

One 2-hour lecture per week (over 11 teaching weeks)

 22
Private study

In their own time, students will be expected to do required readings for each class, do further research/reading on the topics and prepare assignments.

 173
Seminar

One 1-hour seminar per fortnight (5 over 11 teaching weeks)

 5

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others

Subject specific skills

  • Writing & scholarly conventions - students will be able to present data, argumentation, findings and references in written form in keeping with the conventions current in language science and English language studies.
  • Analysis & interpretation skills - students will be able to analyse, interpret data accurately, and draw appropriate conclusions based on the application of appropriate analytic and theoretical frameworks available in linguistics and English language studies.
  • Evaluation & reflection - students will be able to critically evaluate a particular position, viewpoint or argument in relation to a specific area of investigation. They will be able to reflect on the efficacy of a particular approach, practice or performance, and moderate these as a consequence in order to achieve specific goals.
  • Fluency, confidence and proficiency in the use of English -students will demonstrate their ability and proficiency to use and understand and instruct others in English in a range of academic and classroom contexts.
  • Effective communication - students will develop the ability to communicate effectively, appropriately and confidently, in a range of contexts, to different audience types, and making use of a range of supporting materials
  • Learning to learn - students will learn to reflect, modify and improve their learning strategies
  • Awareness of and appreciation for linguistic and cultural differences - students will develop an awareness of and an appreciation for the range and nature of linguistic and cultural diversity
  • Proficiency in the use of English in reading, writing, speaking and/or listening - students will demonstrate proficiency in their ability to use and understand English in a range of different contexts and via different media.
  • Understanding of the nature and organization of language - students will demonstrate familiarity with observations and findings relating to various aspects of linguistic phenomena and organization.
  • Knowledge of the nature of language origins, change and use - students will demonstrate familiarity with phenomena and findings relating to the nature of language origins, the way language changes, and factors involved in and affecting language use.
  • Knowledge of the relationship between language and society, culture, and/or embodied experience— students will demonstrate familiarity with phenomena and findings relating to the complex interdependent relationship between language, society culture and/or embodied experience.
  • Knowledge of the relationship between language and mind/brain— students will demonstrate familiarity with phenomena and findings relating to the complex interdependent relationship between language and mind/brain.

Resources

Resource implications for students

None

Talis Reading list

http://readinglists.bangor.ac.uk/modules/qxl-3357.html

Pre- and Co-requisite Modules

Courses including this module

Optional in courses: