Metaphor in Students’ English Poems: A Psycholinguistic Analysis

English Language in Focus (ELIF)

This study aims to know the students’ ability in using a metaphor for their English poems writing. Through the poem, the poet uses the metaphor to sharpen the ideas as the media to express the feeling, thought and life experience. In this case, love poems were written by the fifth-semester students using metaphor. This study uses a qualitative method to gain a description of the metaphor analysis in students’ English love poems. In research findings, the writer found that the students use several kinds of metaphor in semantic perspective and the mystical love metaphor represented in their poems.

PROJECT (Professional Journal of English Education), 2021

The aims of this research are to find out the types and meaning of metaphor in poetry in English textbook entitled “Pathway to English”. The main data of this research are 9 poetry in the English textbook entitled “The Seasons”, “The Little Rose Tree”, “Alpine Glow”, “From Alcuin”, “A Man Young and Old: Human Dignity”, “Love and Friendship”, “Mountain”, “My Star”, and “I Wandered Lonely as a Cloud”. In this research the researcher applied descriptive qualitative method to analyze the data. The researcher used theory of Parera to classify the types of metaphor and also used the metaphor identification procedure proposed by Pragglejaz to identify the metaphors contained in the poetry. The result showed that there are 22 lines that used metaphor, which 16 lines are anthropomorphic metaphor, 3 lines are synesthetic metaphor, 2 lines are metaphor abstract to concrete and 1 line is animal metaphor. The meaning of all these poetry is about life. By using metaphor the poet can also express ...

2019

This article puts into a conceptual research of metaphors in the poems of Hikayat Bulan and Khairan by Husni Djamaluddin. Acknowledging Conceptual Metaphor Theory as the main theory in the field, researchers begin about how metaphors are perceived and analyzed in discourse to allude to their persuasive functions. This article presents a different approach to the analysis of metaphors and their interconnections. This is a descriptive qualitative study using ethnography. The reason for taking this research is because it is curious about the meaning contained in each stanza. Want to prove to everyone that this poem does not contain pornography. This research supported by the instrument is a trial by asking some of our friends to read this poem, what they feel, their expressions, and their thoughts after reading this poem. The results of the trial will be linked to our thoughts and references in the form of journals and books. The result of our data is that it turns out to be true that this poem even though it seems to have pornographic meaning, but the reality is not so precisely the meaning of this poem is about a writer or poet, the process of getting inspired to write into a work. It could also mean the process of a writer making a literary work.

2014

The article deals with the perspectives of metaphor theory development. The main aim is to present the results of metaphor research within the Ural linguistic school, known by its views on language as a dynamic process. We try to show the evolution of views on metaphor from the assumption that it is analogous to communicative syntax, to the conceptual and discursive views on metaphor. We suggest that metaphor is the main mechanism of discourse formation, since it provides professional knowledge development. Such view would differ from traditional ones by being dynamic, cognitive and anthropocentric. In this research we also set out to discuss the role of political metaphor as a type of knowledge transfer. We do not concern only with metaphor theory, but also with metaphor pragmatics, seen in persuasive character of political metaphors. The study of metaphor by means of cognitively oriented views makes it possible to enrich the subject of research and develop the foundation of metaph...

Journal of English Language and Culture

This research discusses The Use of Figurative Languages on the Students’ Poetry Semester V at FKIP Universitas HKBP Nommensen. The problems of this research are (1) what types of figurative language used on the students’ poetry semester V at FKIP Universitas HKBP Nommensen Medan? (2) what figurative language is dominantly used on the students’ poetry semester V at FKIP Universitas HKBP Nommensen Medan? The objectives of this research are to find out types of figurative language used on the students’ poetry semester V at FKIP Universitas HKBP Nommensen Medan and to figure out and analyze what figurative language is dominantly used on the students’ poetry semester V at FKIP Universitas HKBP Nommensen Medan?To find out the answer of the problem in this research, the writer uses the related theories; they are Quinn (1982), McDonough and Shaw (1993), Gluckberg (2001), Alm-Arvius (2003), Lazar (2003), Ratumanan and Laurens (2003), Brown (2004), Harmer (2004), Heller (2006), Picken (2007...

5th International e-Conference on Studies in Humanities and Social Sciences: Conference Proceedings, 2020

Since Aristotle metaphor was relegated to the domain of literature, until the revolution instantiated by Lakoff and Johnson in the 1980s showed its pervasiveness in language and thought, but paradoxically, it alienated metaphor research from poetics. The latter has slowly been finding its feet in conceptual metaphor studies and with the new development of corpus research, obtained ample material for cross-cultural analysis especially with the help of parallel texts studies – an efficient way to delve into linguistic and culturally-defined differences. The aim of the research is by identifying the conceptual metaphor behind the metaphorical linguistic expressions in key texts from five of the greatest stylists of the English language, and by comparing them to their translations into Bulgarian, to check whether metaphor is lost or transformed in any way. Conclusions are made regarding literature in translation, suggesting cases in which it is comparable to original writing in terms of...

The Perceptions of High School Students for the Concept of English through Metaphors: Tokat Sample, 2017

Keywords: Metaphor, Perception, English, English teaching The aim of this study is to determine the perceptions of high school students for the concept of English through metaphors. Phenomenological method has been applied in this qualitative study. The study group is formed by the 420 students attending to five different schools' 9th-12th grads in Tokat. The data was collected using a questionnaire formed with one question prepared in respect to gap-filling method. To collect the research data, each student was asked to produce a metaphor and to complete the statement "English is like. .. because. . ." to draw an analogy. Content analysis technique was used in this study. According to data analysis, 249 valid metaphors were developed. The most dominant metaphors were respectively "Book" (f=11), "Water" (f=9), "Mountain" (f=7). Metaphors were classified into 3 groups such as "positive", "negative", "neuter". According to negative metaphors, English is difficult to learn and always requires memorizing and needs to be repeated. According to positive metaphors, some of the students accept the importance of English and the relationship between English and their daily lives. Also, it is seen that female students produced much more positive metaphors than male students.

ABSTRACT Every literary writer seeks nothing but to communicate efficiently with his audience through language. Metaphor has been a driving force behind the success of every poetic idea conveyed through language. However, metaphor is not just a rhetorical device, but an issue of conceptualization in cognitive linguistics. Studies showed that although recent researches have been conducted on the use of metaphor in poetry, yet little has been done on the aspect of poetic metaphor, most especially in African poetry. It was against this backdrop that this study attempted an Analysis of poeticMetaphor of the Poetry of Gbonabam Hallowell’s ‘the Dinning Table’ and Phillips Umeh’s ‘Ambassadors of Poverty. The conceptual metaphor theory was adopted as the theoretical framework. This study found out that metaphor functions are not only as ornaments but also as the poet’s conceptualization and cognitive means. Conceptual metaphor has the rhetoric function because it offers the advantage of being at once expressive, compact and vivid. Cognitive function and aesthetic function of poetical metaphor make poetry convey the truth and the beauty. KEYWORDS: Poetic Metaphors, Critical Appraisal, Gbonabom Hallowell, Phillip Umeh

Metaphors come to help when there is a need to explain the unknown. In order to express their thoughts about the secret characteristics of things people compare them with familiar ones. This makes us use metaphor very frequently. And, in fact, we are metaphorical even in our everyday speech. Metaphor is the most fundamental form of figurative language, it is a linguistic contradiction by which all people sometimes attempt to define truth or to conceptualize meaning.

Cognizance Journal of Multidisciplinary Studies (CJMS), 2024

This qualitative research employing discourse analysis aimed to identify the types of figurative language and their functions in the poetry compositions of Grade 10 World Literature students from three schools in Compostela West district, Division of Davao de Oro. The students created a poem consisting of five stanzas, each stanza consisting of five lines with the same theme about love. The study used the theory of Classification of Figurative Language of Tarigan (1985) and the theory of the Functions of Figurative Language of Perrine (1969). The researcher identified the types of figurative language and their functions after transcribing and thoroughly reading the poem. The data gathered revealed that out of the 17 types of figurative language, only nine were used. The students used figurative language to enhance their output creatively and make it more interesting. Each type of figurative language had different functions and meanings that touched the reader's emotions, created a connection with the reader, and conveyed ideas purposefully. It was also noted that many types of figurative language were not used. Hence, teachers must identify the strengths and weaknesses of the students to help them improve their writing and communication skills. This would enable the students to effectively express their thoughts and ideas through writing and speaking. The findings of this study are significant to the students, English teachers, and school administrators as figurative language can be used as a helpful tool in communicating emotions and ideas.