Multimodal metaphors in multimedia language learning histories Vera Menezes School of Letters, Federal University of Minas Gerais (UFMG), The National Council for Scientific and Technological Development (CNPq), Minas Gerais State Science Foundation 1

Metaphor understanding and experiencing one kind of thing in terms of another. (Lakoff and Johnson, 1980: 5) 2

Metaphor A cognitive mechanism where an experiential domain is partly mapped in a different experiential domain, in such a way that the second domain is partially understood in terms of another. (Barcelona, 2003: 3) 3

An experiential domain (container) is partly mapped in a different experiential domain (mind), in such a way that the second domain is partially understood in terms of another (mind is a container). Source domain: container Target domain: mind http://instructionaldesign. com.au/content/problem- based-learning 4

Acquisition metaphor Language is a good. Acquisition = acquiring a language (good) and putting it into the mind (container) Container is an image schema projected onto the abstract concept - mind (metaphorical meaning) http://instructionaldesign. com.au/content/problem- based-learning AcquisitionAcquisition 5

Metonymy A cognitive process in which one conceptual entity, the vehicle, provides mental access to another conceptual entity, the target, within the same idealized cognitive model. (Radden and Kvecses, 1999: 21) 6

During the first semester of 2005, I had my first opportunity to work as and English teacher. At that point, I decided to study more in my English classes at school Examples of Metonymy 7

The classes were always the same: we would read one of the texts from the text book we used and answer those kind of dumb questions. Oh no! This gesture indicates feeling (boredom) Examples of Metonymy 8

METAPHOR: TWO DOMAINS METONYMY: ONE DOMAIN 9

MULTIMODAL METAPHOR In contrast to monomodal metaphors, multimodal metaphors are metaphors whose target and source are each represented exclusively or predominantly in different modes. The qualification exclusively or predominantly is necessary because non-verbal metaphors often have targets and/or sources that are cued in more than one mode simultaneously. (Forceville: 24) 10

MULTIMODAL METAPHORS 11

The metaphoric/metonymic processing can become complex when the compression involves multimodality, that is, the interaction of different means of expression. In this case, we have a series of simultaneous metonymic mappings, from which metaphors emerge. MULTIMODAL METAPHOR 12

http://www.veramenezes.com/multi15.htm 13

MY ENGLISH LEARNING HISTORY My English learning begins in the Elementary School. In that time, I was amazed with the learning of that new language. It was something totally new for me and I felt very proud of being able to speak some sentences like: Whats your name? and to answer this question with My name is Renato. 14

MY ENGLISH LEARNING HISTORY I felt I was not only a little boy anymore, since I was able to understand a foreign language. Besides that, I dont know very well why, but English had some kind of attractive power towards me and I would never get bored during the English classes. Actually, I was always a step forward in relation to my colleagues that would not enjoy the classes as much as I would. 15

MY ENGLISH LEARNING HISTORY I passed the examinations and began studying. I was very happy. 16

One day, I asked a friend if she would like to study with me, in order that we both could refine our English. Then she answered: "No, thank you. I dont want to study with someone that knows less than I do. Its no use." I got so embarrassed that I could hardly find an answer to this. Then I said: Ok, thank you anyway. MY ENGLISH LEARNING HISTORY 17

Nevertheless, I decided to face the challenge and began studying like a crazy to catch up with the other students who had had the opportunity to begin their studies in private schools since their early childhood. Now I'm almost graduating 18

Source: http://www.veramenezes.com/4nar-cliteracy.htm 19 Good/success is up

GOOD IS UP - BAD IS DOWN Source: Alice Chicks databank: http://llhs.wikifoundry.com/page/15 20

CONTAINER METAPHOR Source: Alice Chicks databank: http://llhs.wikifoundry.com/page/15 21

CONCLUSION Metaphors and metonymies for both language and language learning can help us understand the complex phenomenon of language and language learning. 22

REFERENCESBarcelona, Antonio (ed.) (2003). Metaphor and metonymy at the crossroads: A Cognitive Perspective. Berlin, New York: Mouton de Gruyter. Forceville, Charles (2009). Non-verbal and multimodal metaphor in a cognitive framework: agendas for research. In Charles Forceville & Eduardo Urios-Aparisi (eds.) Multimodal Metaphor. Berlin/New York: Mouton de Gruyter, 45-71. . Lakoff, g.; Johnson, M. Metaphors We Live By. Chicago: University of Chicago Press, 1980. Radden, Gnter & Zoltn Kvecses. Towards a theory of metaphor. In: Yvyan Evans, Benjamin K. Bergen & Jrg Zinken (eds.) (2007) The cognitive linguistics reader. London: Equinox, 335-359. 23

vlmop@veramenezes.com 24