Hassanein, M. (2022). Deliberate Metaphor Identification in English and Arabic from a Multidisciplinary Perspective. CDELT Occasional Papers in the Development of English Education, 80(1), 185-211. doi: 10.21608/opde.2022.282210
Magdy A. Hassanein. "Deliberate Metaphor Identification in English and Arabic from a Multidisciplinary Perspective". CDELT Occasional Papers in the Development of English Education, 80, 1, 2022, 185-211. doi: 10.21608/opde.2022.282210
Hassanein, M. (2022). 'Deliberate Metaphor Identification in English and Arabic from a Multidisciplinary Perspective', CDELT Occasional Papers in the Development of English Education, 80(1), pp. 185-211. doi: 10.21608/opde.2022.282210
Hassanein, M. Deliberate Metaphor Identification in English and Arabic from a Multidisciplinary Perspective. CDELT Occasional Papers in the Development of English Education, 2022; 80(1): 185-211. doi: 10.21608/opde.2022.282210
Deliberate Metaphor Identification in English and Arabic from a Multidisciplinary Perspective
This a multidisciplinary approach to linguistic metaphor based on lexical-semantic analysis of the linguistic units in English and Arabic. It expands on selected assumptions of Steen’s Deliberate Metaphor Identification Procedure (2017), and critiques the steps proposed, by suggesting a criterion framing psychological, cultural, as well as linguistic tools. Steen’s proposal leaves out a bulk of unidentified lexical units, despite claiming that his model can differentiate between deliberate and non-deliberate metaphors. Besides, it does not point out the significance of identifying metaphoric deliberateness which may answer important questions about rationalizing the deliberateness of metaphorical choice. The present study re-presents the notions of vividness and lexical gap as two factors that are closely intertwined with deliberate metaphor usage. To decide whether metaphors are deliberate, research should consider the psychological and socio-cultural background of the speaker. It should be incorporated into a further purpose, which has been the tide recently. It is a promising field because it is related to language teaching and development, and the psychology and the cultural background of the speaker. The resulting approach is tested by application to different languages by citing examples from Arabic and English.
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