| Metaphor, Simile, Culture Contributor(s): Abdelwali, Mohammad (Author) |
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ISBN: 3836425327 ISBN-13: 9783836425322 Publisher: VDM Verlag Dr. Mueller E.K. OUR PRICE: $50.27 Product Type: Paperback - Other Formats Published: August 2007 |
| Additional Information |
| BISAC Categories: - Language Arts & Disciplines | Linguistics - General - Education | Multicultural Education |
| Physical Information: 0.38" H x 6.69" W x 9.61" (0.65 lbs) 180 pages |
| Themes: - Ethnic Orientation - Multicultural |
| Descriptions, Reviews, Etc. |
| Publisher Description: A great deal of literature recognizes that metaphors exploit similarities. However, there is little empirical research on how people from different cul-tu-ral backgrounds perceive similarity in metaphor in its simplest form X (target) is Y (source). This study thus investigates the perception of similarity in me-ta-phors from two cultural backgrounds (Arabic speakers & English speakers). A major focus is set on how the distinction between metaphors and their re-la-ted similes culturally affects the way similarity is perceived. Given that simi-la-rity is a vacuous term since any two things can be similar in one way or an-other, this study sets three major parameters; physical, behavioural, and evaluative) against which the interpretations of the two cultural groups are weighed. The analysis should help to answer the following questions: - How consistently do American and Arabian university students interpret me-ta-phors and their related similes when the metaphors and similes are presented out of context?- Does the gender of the target term make a difference in in-terpreting metaphors and their structurally related similes?-How consistently do American and Arabian university students consider their interpretation of metaphors and similes to have a cultural origin?- What cues do the par-ti-ci-pant groups use in distinguishing metaphors from non - metaphors? This book is addressed to researchers in applied linguistics and culture, as well as teachers in multicultural settings. It is also addressed to curriculum de-signers and appreciators of figurative language. |