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THE UNIVERSITY OF DANANG UNIVERSITY OF FOREIGN LANGUAGE STUDIES PHẠM THỊ TÀI METAPHORS USED IN STUDENTS’ CONVERSATIONS: A COGNITIVE STUDY DOCTORAL DISSERTATION IN SOCIAL SCIENCES AND HUMANITIES Da Nang, 2023 THE UNIVERSITY OF DANANG UNIVERSITY OF FOREIGN LANGUAGE STUDIES PHẠM THỊ TÀI METAPHORS USED IN STUDENTS’ CONVERSATIONS: A COGNITIVE STUDY Major: ENGLISH LINGUISTICS Code: 922.02.01 DOCTORAL THESIS IN SOCIAL SCIENCES AND HUMANITIES SUPERVISOR: Dr TRẦN QUANG HẢI Da Nang, 2023 i STATEMENT OF AUTHORSHIP Except where bibliography is made in the text, the dissertation contains no material published elsewhere or extracted in whole or in part from another author’s thesis or document It does not comprise any parts by which I have qualified for or been awarded another degree or diploma This dissertation is also assured that it has not been submitted for the award of any degree or diploma in any other tertiary institution Da Nang, June 2023 Phạm Thị Tài ACKNOWLEDGMENTS First and foremost, I am greatly indebted to my supervisors for their continuous support and conscientious supervision To be more specific, I would like to express my gratitude to Dr Tran Quang Hai for his generosity in providing me with important feedback and suggestions, as well as his ongoing support to help me overcome challenges As a result, my dissertation supervisor instills confidence and determination in me to complete my dissertation I would also like to express my heartfelt gratitude to Associate Professor Dr Phan Van Hoa, Associate Professor Dr Tran Van Phuoc, Associate Professor Dr Nguyen Van Long, Dr Huynh Ngoc Mai Kha, Dr Ngu Thien Hung, and Associate Professor Dr Nguyen Thi Quynh Hoa for their valuable comments and encouragement throughout my dissertation writing process I would like to express my gratitude to the Dean and colleagues of the Faculty of English, in particular, for their generosity in providing all favorable conditions, including time and permission, for me to the research in question Last but not least, I am extremely grateful to my family, which includes my parents, my brother, my two children, and my husband In particular, I'd like to express my heartfelt gratitude to my husband for his encouragement to never give up, even when things appeared hopeless Without his immense help, love, encouragement and sacrifice, this research could not have been completed ABSTRACT In light of Lakoff and Johnson's (1980) conceptual metaphor theory (CMT), this study aims to investigate the conceptualization of LEARNING in English and Vietnamese students' film conversations As a result, the study's goal is to identify LEARNING metaphors in both languages In terms of metaphors in cognitive periods, which serve to construct the theoretical framework for this research Methodologically, the data are collected from English and Vietnamese films between the 1990s to present Contrastive method is mainly employed combining with descriptive method, and the assistance of qualitative and quantitative methods Especially, the thesis employed the method of the identification of conceptual metaphors proposed by Steen (2007) and Pragglejaz Group (2007) Thus, the combination two methods of metaphor analysis, namely Metaphor Pattern Analysis (MPA, Stefanowitsch 2006) and the version of the Metaphor Identification Procedure developed at Vrije Universiteit (MIPVU, Steen et al 2011) to characterize how conceptual metaphor of LEARNING is expressed Research findings discloses 12 conceptual metaphors of learning in both English and Vietnamese The two languages share 11 conceptual metaphors, and there is conceptual metaphor that is unique to one language but not the other It can be concluded that there are both similarities and differences in metaphorizing the entity of LEARNING in English and Vietnamese The factors related to the phenomenon are given based on the educational philosophy As briefly described above, it is hoped that the dissertation will make a significant contribution to the teaching, learning, and translation of English and Vietnamese LIST OF ABBREVIATIONS CALD Cambridge Advanced Learner’s Dictionary CD Cambridge Dictionary CL Cognitive Linguistics CMA Critical Metaphors Analysis CMT Conceptual Metaphor Theory FSM Five-Step Method LDE Longman Dictionary English MIP Metaphor Identification Procedures SD Source Domain TD Target Domain VD Vietnamese Dictionary LIST OF FIGURES Figure 3.1 The procedure of conceptual metaphor identification 73 Figure The distribution of entities mapped onto LEARNING in English82 Figure 4.2 The distribution of source domains in terms of Physiological Activity mapping onto learning in English 83 Figure 4.3 The distribution of source domains in terms of Mental Activity mapping onto learning in English 90 Figure 4.4 The distribution of source domains in terms of entity mapping onto learning in English 97 Figure 5.1 The distribution of entity mapped onto LEARNING in Vietnamese 105 Figure 5.2 The distribution of source domains in terms of Physiological Activity mapping onto learning in Vietnamese 107 Figure 5.3 The distribution of source domains in terms of Mental Activity mapping onto learning in Vietnamese 115 Figure 5.4 The distribution of source domains in terms of Entity mapping onto learning in Vietnamese 121 LIST OF TABLES Table 2.1 Mappings for the LIFE IS A JOURNEY metaphor (cited in Kövecses, 2006) 19 Table 3.1 Metaphor identification procedure of the Pragglejaz Group (2007) 74 Table 3.2 The procedures of the identification of metaphor for learning 75 Table 4.1 Mapping of Learning is a Physiological Activity 83 Table 4.2 Mapping of LEARNING AS WORKING 85 Table 4.3 Mapping of LEARNING AS PERFORMANCE 88 Table 4.4 Mapping of Learning is a Mental Activity 90 Table 4.5 Mapping of LEARNING IS FIGHTING .92 Table 4.6 Mapping of LEARNING IS DISCOVERY 93 Table 4.7 Mapping of LEARNING IS ACQUISITION 94 Table 4.8 Mapping of LEARNING IS THINKING 96 Table 4.9 Mapping of Learning is an Entity 96 Table 4.10 Mapping of LEARNING IS A CONTAINER 98 Table 4.11 Mapping of LEARNING IS A MAP .100 Table 4.12 Mapping of LEARNING IS AN INSTRUMENT 101 Table 4.13 Mapping of LEARNING IS A GAME 102 Table 5.1 Mapping of Learning is a Physiological Activity .106 Table 5.2 Mapping of Learning is a Mental Activity 114 Table 5.3 Mapping of Learning is a Mental Activity 120 Table 6.1 Conceptual patterns appearing in students’ conversations 140 TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv LIST OF FIGURES v LIST OF TABLES vi TABLE OF CONTENTS vii Chapter INTRODUCTION 1.1 Rationale 1.2 Aims and Objectives of the Study 1.2.1 Aims of the study 1.2.2 Objectives of the study 1.2.3 Research Questions .4 1.3 Scope of the Study 1.4 Significance of the Study 1.4.1 Theoretical Significance of the Study 1.4.2 Practical Significance of the Study 1.5 Organization of the Thesis .5 Chapter LITERATURE REVIEW 2.1 Theoretical Background 2.1.1 Metaphor in Cognitive Linguistics 2.1.2 Conceptual Metaphor Theory 11 2.1.3 Conceptual Metaphor in Education 32 2.1.4 Conceptual Metaphor of Learning .35 2.1.5 Conversation 40 2.1.6 The Educational Philosophy in Vietnam and Western countries 54 2.2 Review of Related Studies .62 2.3 Summary 67 Chapter RESEARCH METHODOLOGY 68 3.1 Research Method 68 3.1.1 Descriptive Method 68 3.1.2 Contrastive Method 69 3.1.3 Research Techniques 70 3.2 Data Collecting Procedure .71 3.2.1 Sources of Data 71 3.2.2 Collecting Procedures 72 3.2.3 Conceptual Metaphor Identification 72 3.3 Data Analysis Procedure 77 3.4 Summary 80 Chapter CONCEPTUAL METAPHORS OF LEARNING IN ENGLISH FILM CONVERSATIONS .81 4.1 Learning is a Physiological Activity 82 4.1.1 Learning is working 84 4.1.2 Learning is Performance 87 4.1.3 Learning is physical control 89 4.2 Learning is a Mental Activity 90 4.2.1 Learning is fighting 91 4.2.2 Learning is discovery 92 4.2.3 Learning is acquisition 94 4.2.4 Learning is thinking 95 4.3 Learning is an Entity 96 4.3.1 Learning is a container .97 4.3.2 Learning is a map 99