A LOVE METAPHORS IN SOME ENGLISH LOVE SONGS IN COGNITIVE LINGUISTICS INVESTIGATION

MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY M.A THESIS A LOVE METAPHORS IN SOME ENGLISH LOVE SONGS IN COGNITIVE LINGUISTIC INVESTIGATION NGHIÊN CỨU ẨN DỤ VỀ TÌNH YÊU TRONG MỘT SỐ BẢN TÌNH CA TIẾNG ANH DƯỚI GĨC NHÌN TRI NHẬN DAO THI HAO Major Code Supervisors : English Linguistics : 60220201 : Assoc Prof Dr PHAN VAN QUE Ha Noi 2017 CERTIFICATE OF THE STUDY I certify that this thesis Love metaphor in some English love songs in cognitive linguistic investigation is the result of my own research and the substance of this thesis has not been submitted for a degree to any other university or institution The work was done under the guidance of Assoc Prof Dr Phan Van Que, my supervisor Ha Noi, …………………… Dao Thi Hao Approved by Supervisor Phan Van Que Date: i ACKNOWLEDGEMENTS My deep thanks also go to all the lecturers I would like to take this opportunity to thank all the following people for their great supports during my twoyear time for the MA course First and foremost, I would like to express my deep gratitude to Assoc Prof Dr Phan Van Que, my supervisor, for his clear guidance, insightful comments and dutiful supervision at Ha Noi Open University for their knowledge, experience and enthusiasm in their lectures, from which I have acquired valuable knowledge and inspiration to fulfill this minor thesis I also would like to express my sincere thanks to my family any many of my friends and colleagues for their valuable sharing and encouragements Finally, my sincere thanks are for the people who will give me the precious comments after reading the graduation thesis ii ABSTRACT Metaphor is traditionally believed to be associated with literacy or poetic language, now invade to music domain English songs have become an ideal land for us, who study English in a non- native atmosphere Understanding love metaphors in English songs helps us master to improve our communication, discover composers’ view about love and learn how to share and multiply the comprehension of the images of love metaphor In this thesis, the writer has tried to give an over view of the relevant literature review in the concern of the knowledge related to metaphors basing on the theory of the famous writers, especially Lakoff and Kovecses It will help the readers have a deeper sight into the theoretical knowledge on metaphors in order to be able to find out, comprehend and analyze the metaphors in songs The writer also suggests some suitable ways for learners to learn English better, for teachers to give the effective listening lectures by using songs as a supplementary material and readers to translate the texts more exactly In the paper, the writer introduces, analyzes more than 80 quotes from about 60 love songs in 16 basic sets of metaphors: “Love is a natural phenomenon”, “Love is Game”, “Love is war”, “Love is music”, “Love is the light”, “love is the concrete objects”, “Love is the madness”, “ Love is abstract things”, “ Love is closeness”, “Love is heaven” “Love is a religion”, “Love is high/ deep”, “Love is a journey”, “Love is living creature”, “Love is magic”, and “ Love is fire” The writer clarifies the metaphorical images of love in songs, analyzes and categories them into three subtypes: ontological, structural or orientation metaphors with some sets of metaphors Then, the writer introduces and explains the ways how these metaphors are used as well as their artistic value in these songs iii LIST OF TABLES AND FIGURES Table: 1.1 Occurrence and percentage of conceptual metaphors denoting Love in some English songs from the cognitive perspective 40 Table: 1.2 The occurrence and percentage of conceptual metaphors denoting love in three types 41 Table 1: students’ favorite activities while they are listening to songs 49 Table 2: the effectiveness of English songs in teaching listening and vocabulary skill 50 iv TABLE OF CONTENTS CERTIFICATE OF THE STUDY i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF TABLES AND FIGURES iv CHAPTER 1: INTRODUCTION 1.1 Rationale of the study .1 1.2 Aims of the study 1.3 Research questions 1.4 Methods of the study 1.5 Scope of the study .5 1.6 Significance of the study 1.7 Design of the study CHAPTER 2: LTERATURE REVIEW .8 2.1 The previous studies 2.1.1 In English 2.1.2 In Vietnamese 2.2 Theoretical background 2.2.1 Cognitive linguistic 2.2.2 Concepts of metaphor 10 2.2.3 Classification of metaphor 11 2.2.4 Conceptual (cognitive) metaphors 11 2.2.5 Classification of conceptual (cognitive) metaphors 12 2.2.6 Target domain and source domain of conceptual metaphor 13 2.3 Summary 14 CHAPTER 3: LOVE METAPHORS USED IN SOME ENGLISH SONGS 15 3.1 The types of love metaphors used in some English songs from cognitive linguistic 15 3.1.1 Ontological metaphors 15 3.1.1.1 Love is a concrete and real object 15 v 3.1.1.2 Love is a living creature 18 3.1.1.3 Love is a natural phenomenon 19 3.1.1.4 Love is a game 21 3.1.2 Structural metaphors 22 3.1.2.1 Love is light 22 3.1.2.2 Love is madness 23 3.1.2.3 Love is the abstract thing 25 3.1.2.4 Love is religion 26 3.1.2.5 Love is closeness 27 3.1.2.6 Love is magic 31 3.1.2.7 Love is music 32 3.1.2.8 Love is journey 33 3.1.2.9 Love is the heaven 34 3.1.2.10 Love is fire 35 3.1.2.11 Love is war 37 3.1.3 Orientional metaphors 38 3.1.4 Occurrence of linguistic items used metaphorically in songs 39 3.1.5 Occurrence of love metaphors in English songs in three types 41 3.2 How these metaphorical images are expressed in songs 42 3.3 Summary 44 CHAPTER 4: USING ENGLISH SONGS AND THE SONG LYRICS AS A SUPPLEMENTARY IN TEACHING VOCABULARY AND LISTENING FOR THE FIRST – YEAR- SUNDERLAND PROGRAME STUDENTS AT BANKING ACADEMY 45 4.1 Subject profile 45 4.2 Procedures 45 4.3 Questionnaire and test 46 4.4 The use of songs in the lectures 46 4.5 Difficulties in teaching listening skill through English songs 47 4.6 Tests’ result analysis 53 4.7 Findings 59 vi 4.7.1 Achievements 59 4.7.2 Challenges 60 CHAPTER 5: CONCLUSION 64 vii CHAPTER 1: INTRODUCTION 1.1 Rationale of the study Metaphor has been studied for a long time by many linguistic It is merely a figure of speech used in literature However, cognitive linguistics presents a different view of metaphor stating that metaphor is not only in literature but also pervasive in daily life language, and it is served as a mean of expressing thoughts as well as vehicle of cognitive that helps human beings recognize the world Life becomes more beautiful with the colorful flowers and language becomes more legend and lovely with the metaphorical images Understanding metaphors is crucial to comprehend figurative language in literature and to enhance practicing skills of learning English Metaphors are used to describe something that the author can not adequately represent in a literal fashion or in a simple declarative sentence They can broaden or bring a fresh perspective to a familiar or overused subject Writers use metaphors to give clarity to their writing or to paint a visual picture by words Whatever the author’s intent, analyzing the context in which metaphors are used will reveal much about the poem’s or prose work’s meaning By adding metaphors when writing stories, poems or songs means adding interest and depth to writing Metaphors create more specific and clearer visual images of what the writer is trying to express Metaphors, which are traditionally believed to be associated with literary or poetic language, are an ideal new land in music world for musicians and the language learners It is an effective device to make the communication more lively and colorful By teaching students how to understand metaphors, we can lead them unleash their creativity and imagination Metaphors can be also effective in training learners in abstract thought as well as familiarizing them early with literary skills they will need later in their education Love is a beautiful song in life People in love create the unique words to give the lovely messengers to each other and with the power of metaphor, love becomes the wings in sky Metaphors are wonderful device for musicians to write love songs Through the love songs, metaphor is understood and studied more interestingly and effectively The research was carried out at Banking Academy with the participation of sixty first – year students They are all in the second term and from different classes of Economic management Department To those students, English was not their major but a compulsory subject in the schedule Being economic students, English to them is really an impossible subject as they always complained that “it has so many rules, it is so complicated” and that they “have no head for English” However, as English was taught and examined through four skills: listening, speaking, reading and writing, it has become more indigestible to them Of the four skills, listening and understanding the lyrics of the songs were always the most horrible to the students as it was the first time they learn English via skills so they could not get used to listening to English and understand all words of the lyrics that they hear because there are metaphorical words that students cannot get on well with That was the reason why many of them either often played truant or did their private things during listening lessons That state resulted in their very low marks or even failure in the examination of English That was the reason why the author would like to investigate the “love metaphors used in some English songs” in order to help students and other learners to understand and use English metaphor better 1.2 Aims of the study Aims of the study In this paper the researcher found out how metaphor is used in English love songs that helps Vietnamese students understand and acquire the beauty of music lyrics through the metaphors of love in English love songs Objectives of the study - To find out love metaphors used in English songs - To understand and use love metaphor which is used in some English love songs Raw marks in listening (Pre-test) The data and the table above that the marks are ranged from two to eight, in which mark five and six are the most common and students in class B seem to be of more uniform level whereas class A has more excellent individuals This is shown in the table where the column of marks five and six is higher in class B whereas the column mark seven and eight is higher in class A however, the comparison of the modes reveal that the class B seems to be better than class A as its modes of six is higher than the one of class A which is five Correlation: Number of students mean Standard deviation Median Class A 30 5.3667 1.56433 Class B 30 5.1667 1.59921 The mean of 5.3667 says that class A is little bit better than class B whose mean is 5.1667 The means also show that in general the students are only at average level However, the two classes both have the median of five which is fairly corresponding to the mean The standard deviation of 1.5643 and 1.59921 shows a very small spread of score which implies a narrow range of ability in students of both classes 56 • At the end of the term: Post- test Frequency distribution Class A SCORE NUMBER OF TESTEES PERCENTAGE (%) 0 0 6.7 6.7 13.3 23.3 30 10 10 10 0 SCORE NUMBER OF TESTEES PERCENTAGE (%) 0 0 3 10 10 13.3 26.7 7 23.7 10 6.7 10 0 Class B 57 Rew marks in listening (post-test) Over looking through the data and the table, we can see that there is a shift in the mark range of the two classes, in which the lowest mark is not two any more but three and the highest one climbs to nine This positive sign of six shows a raise in progress of the two classes in their listening skill This argument is proved more strongly by the median which is one point higher than the one of the pre- test However, the full mark (mark 10) is still touched, which indicates an average level of difficulty of the tests From the table it can be seen that class A is inferior to class B in the below average marks but it outnumbers class B in the above average marks In addition, if in the pre- test mode, class A is at the second position to class B, with the mode of seven, it takes a reverse place now As so, it can be drawn out that class A seems to overtake class B on the way to improve their listening skill Correlation: Number of students mean Standard deviation Class A 30 6.3667 1.62912 Class B 30 5.3000 1.23596 The comparison of the mean reconfirms that class A left class B behind in the progress of listening skill Comparing with the mean of the Pre- test, we can see that while class B made a little bit progress (from 5.1667 to 5.300), class A took a 58 big pace with a raise from 5.3667 to 6.3667 this large difference in the mean scores between pre- test and post- test shows very clearly that after a term of using English songs in teaching listening skill, the students’ skill is improved significantly However, there is hardly any change in the standard deviation of the two classes The standard deviation of 1.62912 and 1.23596 shows that though there is a shift in the mark range, the range of ability among students of both classes is still narrow In short, the better result of class A can be considered means to lead to the conclusion that to some extent English songs bring some efficiency to the listening skill though it is not very much 4.7 Findings 4.7.1 Achievements From the above analysis of the data we can see statistic significance between two means In the other words, the experimental group scored better than the control group This rejects the null hypothesis that “English songs not enhance students’ motivation in listening to English, nor improve their bottom up listening skills as much as word recognition, awareness of word linking, awareness of word stress, enhancing their attention while listening as well as comprehension skills” And the hypothesis that “English songs can be used to enhance students’ motivation in listening to English and vocabulary as well as improve their bottom listening skills such as word recognition, awareness of word linking, awareness of word stress, enhancing their attention while listening as well as comprehension skills” is accepted Bellows are some explanations for this statement Firstly, a large number of participants in classes like listening to English songs People when doing what they like, they always it whole – heartedly This fact makes song a magic motivator for students to learn the skill and then results in their positive activities in the lesson Actually, most of them try to get involved in the songs, for example they try to take note the content of songs or write down the key words This is the decisive factor to the success of using English songs in the class 59 Secondly, all the respondents have realized the importance of English songs in teaching and learning listening skill They all approved that the lessons would be more interesting with the use of English songs In this case, English songs play a role of an inspirer to appeal learners to unpeel and then master the language In other words, students are highly motivated through the songs Thirdly, it is undeniable that English songs bring about a lot of benefits It is easy to find in the analysis that English songs are not only used for the relaxing purpose but also for the teaching target Usually songs are considered a wonderful outlet for students when they feel tired and bored with the heavy and tedious schedule of lessons everyday With the song used at the beginning or the end of the lesson, an exciting learning environment is created, students, therefore, regain their interest in learning and then the listening skill better In addition to that, English songs offer an effective means of improving listening skills including: word recognition, awareness of word linking, awareness of word stress, enhancing their attention while listening as well as comprehension skills Finally, together with the blooming of our economy, every thing seems to be so available that we can get them easily The tapes and records of music are not of exception… Moreover, the internet which is very common now always offer a quick and enormous information about the author of songs, the root of it and even the words of the songs So there are no reasons for not making advantages of such a useful and potential source of teaching materials 4.7.2 Challenges Everything has two sides: the good and the bad points It is the case with English songs Through data analysis above it is possible to realize that songs yield a lot of good points to learners However, some difficulties go along with them The first one comes from the song itself The song with its music is sometimes so appealing to some poor students that they become passive and follow the song for fun only That is the reason why they can not tackle the tasks and are left behind by the rest of the class Moreover, the assimilation happening so commonly in the song, makes it difficult to follow and causes a doubt of standard pronunciation 60 among students These issues are really challenging to the teacher if he/ she wants to exploit this wonderful source as a type of teaching material It requires a lot of experience, patience, and belief from the teacher Secondly, the mixed level of the class is also a big problem While most of the students are at elementary level, some of them are very excellent The reason for this contradictory state lies in the differences in schedules among high schools In some high schools especially the urban ones, English is considered one of the most important subjects whereas in others it is never taught These students, therefore, are the beginners of English when they enter university It is understandable that many of them feel shocked when they know that English is not only the compulsory subject but also taught in CLT method (communicative language teaching) which they have never known before That is the reason why it is very difficult for the teacher to design suitable task for such a class as the challenging tasks that are suitable for better students are too complicated for the poor students while the simple ones for the weak are too boring for the bright ones Thirdly, it is said that songs take much time Actually, they are spiritual products so the words of the songs are sometimes too emotional and flattery So it takes a lot of time to prepare and explain to students Choosing a suitable song depending is the limited time a big concern Last but not least, it is very crucial to select the appropriate song for our students Doing this work, it is necessary to take many factors into consideration The first requirement is that the song should satisfy students’ reference to some extent Moreover, it should be suitable to students’ language proficiency in order to create a safety environment Besides, the songs should be suitable in length in order to prevent students from the feeling of overwhelmed Some suggestions for English users when translating metaphor Metaphors are language, and language is culture Most metaphors are thereby culture – bound, and can only be understood in direct translation by those sharing the same language and/ or culture However, metaphors can become a 61 translation problem, since transferring them from one language and culture to another one may be hampered by linguistic and cultural differences or differences in metaphorical conceptual systems and the contexts in which they emerge For instance, metaphor “she is a fox” means “she is attractive” in English but implies “she is evil” in Vietnamese Since metaphors are related to different cultural domains, this implies that the translator has to the job of conceptual mapping on behalf of the target language reader; he has to look for a target language similar cognitive equivalence in the target culture The more the source language and target language cultures in question conceptualize experience in a similar way, the easier the task of translation will be In order to have a good transitional equivalent of conceptual metaphors, the translators should be aware of cultural elements that have a great influence on using some expressions of metaphors If the translators fail to understand the conceptualization, misunderstanding of text and cross – cultural communication will certainly occur It is highly suggested that the translators are able to understand metaphors in order to have metaphorical expression equivalence in cross – cultural communication Some suggestions for learners Since learners are able to have their own metaphors and use them to promote the ideas flexibly, they will become metaphor masters If the learners know to take advantages of the benefit of using metaphor, they can improve all the skills in learning a second language Conceptual metaphor provides students with the possibility of understanding one concept in terms of another From a domain, they can refer to many various domains by the metaphorical expressions As a result, they will broaden their vocabulary and make them more productive Learners should know that a metaphor is if they are studying examples of metaphors in text Simply knowing the definition, however, is not sufficient They should be able to identify examples of metaphor in the text on their own They should be able to explain the purpose for the metaphor and analyze how it 62 contributes to the theme of the work Thus, applying conceptual metaphors in learning language will help students improve their reading comprehension a lot When studying one language, it is necessary not only to study vocabulary, grammar, reading, writing, speaking or listening, but also to know how to use language in natural way Metaphor is specially used in daily life, in many languages and in many situations In both spoken language and literature language, metaphor can be frequently appeared As soon as understanding the message of each metaphor in songs and in literal works, learners can easily communicate with native speakers naturally or use flexibly in their own writings So, metaphor plays an important role in improving reading and writing skills It is necessary to write a paragraph containing a metaphor appropriately as possible Learners should use metaphors in their own writing to train their language competence better As students become aware of their own metaphors for learning they can recognize how their language competence progresses In addition to the above skills, learning literature cannot lack using metaphor The use of metaphor in poetry is one of the most important aspects of poetic style that must be mastered Despite being the major students of English, they have few chances to practice using metaphor in writing They still get a lost in understanding and analyzing metaphor in songs or literal works Therefore, when learning English literature, they must try their best to identify, analyze and use metaphor steps by steps from sentence to text 63 CHAPTER 5: CONCLUSION In this section, the writer will summarize her findings on the data, compare them to her objective mentioned and include the section in outlining points of interest for possible further study The thesis is to find the fresh figurative language and novel metaphorical linguistic expressions of “love” and “lovers” in some English songs from the cognitive perspective mostly based on theory of the famous writers such as Lakoff and Johnson, Kovecses… The focus of the study is on metaphors of love, of which the data provided the amounts The metaphors of love found in the data are often utilized everyday In this thesis, the researcher analyzes sixteen sets of basic metaphors: love is natural phenomena, games, heaven, war, music, light, concrete things, madness, abstract things, closeness, heaven, religion, journey, living creature, magic, fire, high/ deep In each metaphorical system, there are various metaphorical images such as moon, stars, sun, mountain… Structural metaphors are the prevalent type of metaphors in the data and provide the richest source for elaborating concepts This can be seen in the analysis as well As analyzed above, the metaphors of this research are applied basing on mechanism of mapping built by Lakoff and Johnson, Kovecses A set of mappings across domains is used We try to understand the target domain by the use of source domains Target domains are therefore believed to have relationships between entities, attributions and processes in the target domains are lexicalized using words and expression from the source domain Limitation and suggestion for further studies The data consists of sixty eight song lyrics and even though the amount of lyrics not seem excessive in the beginning, the workload needed in finding and analyzing all the metaphorical expression in the eighty six data proved out to be suitable The number of song lyrics should have been reduced in order not to deviate from the typical extent of theses Organizing metaphorical expressions under the appropriate conceptual metaphors works well but I am not contented with the way each of them is analyzed With the love for the literature, I could have analyzed every sample elaborately and more interestingly but because of limitation of time, I only mentioned them generally This research mainly focuses on semantic 64 mechanism of metaphors used in some English love songs by some famous bans and writers Thus, there are still some exciting aspects that need further studying: it would be a fascinating idea to widen the topic to other field, such as: metaphors in folk songs, in poetry, novel….It would be better to analyze metaphor from other perspective Furthermore, the later one could choose only one metaphor to deepen such as “Love is religion” with many sources of material For example: “ A study on the problems of translating metaphors in literature” 65 REFERENCES In English Baars, B J (1998), Metaphors of consciousness TINS Vol 21, No 2 Bloomfield, Leonard (1933), Language, New York: 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Kövecses, Z (1990), Emotion concepts New York & Berlin: SpringerVerlag 11 Kövecses, Z (1995/2007), Language and emotion concepts In Series A: General and Theoretical Paper No 350 Retrieved April, 2015 12 Kövecses, Z (2002/2010), Metaphor: A practical introduction New York: Oxford University Press 13 Kövecses, Z (1986), Metaphors of anger, pride and love: A lexical approach to the structure of concepts Amsterdam & Philadelphia: John Benjamins 14 Lakoff, G., & Johnson, M (1980/2003), Metaphors We Live By Chicago: The University of Chicago Press Lakoff, George, Johnson M (1980), Metaphors We Live By.University of Chicago Press 15 Lakoff, George, Turner, Mark (1989), More Than Cool Reason: A field Guide To Poetic Metaphor University of Chicago Press Merwin, W S 1973 16 Lakoff, George (1993), The contemporary theory of metaphor In A Ortony (Ed.) Metaphor and Thought (pp 202-251) Cambridge: Cambridge University Press 17 Maasen S, Weingart P.(1995), Metaphors—Messengers of Meaning.Science Communication, Cambridge publishing, 18 Newman, M (1991), Symbolism and Information Systems Development: Myth, Metaphor and Magic,"Oxford press, 19 Patrick Hogan (2010), The-Cambridge-Encyclopedia-Language-Sciences: Word meaning, University of Brighton 20 Paul Georg Meyer (2005), In Synchronic English Linguistics: An Introduction Sandikcioglu, coverage Berlin: Mouton de Gruyter 21 Roman et al (2013)) Structural Characterisation of the Nuclear Import Receptor Importin Alpha in Complex with the Bipartite NLS of Prp20.PLoS One 8(12):e82038 22 Santa Ana, Otto (1999),‗Like an animal I was treated’: Anti-immigrant metaphor in US public discourse Discourse and Society, 10, 191-224 23 Semino, E (2008), Metaphor in discourse Cambridge university Press 24 Shen, Y (2008), Metaphor and poetic figures (pp 295-307) Cambridge university Press 25 Steen, G.J (1994), Understanding metaphor in literature: an empirical approach London: Longman 26 Steen, G J (2007), Finding metaphor in grammar and usage: methodological analysis of theory and research Amsterdam: John Benijamin In Chinese 27 Yang A (2008) Holographic Study of Metaphors Concerning Love in Chinese Renying Yang, North China University In Vietnamese 28 Trần Văn Cơ (2011), Những khái niệm Ngôn ngữ học tri nhận liên quan đến Văn hoá học (p4), Culture and information press 29 Đào Thị Hoa Liên (2012), The translation of Metaphor in English newspaperarticle,Da Nang University 30 Nguyễn Hòa (2004), Understanding English Semantics, Ha Noi National university 31 Đỗ Hữu Châu (2001), Các bình diện từ từ ngữ tiếng Việt, NXB Đại học Quốc gia HN 32 Nguyễn Đức Tồn (9/ 2008), Đặc trưng văn hóa - dân tộc ngơn ngữ tư duy, NXB Khoa học Xã hội 33 Do Thanh Nhan, A study on Metaphors of love in English and Vietnames, Graduation Thesis, VInh University, 2011 http://www.ukessays.co (1993), Basic English Lexicology, Hanoi University of Foreign Website:m/essays/english-literature/metaphors-in-cognitive-linguisticsenglish-literature https://www.dur.ac.uk/resources/mlac/research/metaphors_as_models/ http://grammar.about.com/od/rhetoricstyle/a/lovemetaphors.htm QUESTIONAIRS Name: ……………………………… Date of birth…………………… Class:…………………………………… Question 1: How you like English love songs? A I like very much C I have no idea B I like a bit D I dislike Question 2: What you while you are listening to the English love songs? A I try to take note B I listen attentively and try to remember the content C I try to catch and understand the words of the song D I just relax and listen for fun Question 3: What are your favorite activities while you are listening? A Answering the comprehensive question B Summarizing the content of the songs C Gap- filling D Discussing about the meaning of the songs E Dictation F Arranging jumble lines Question 4: Do you agree that it is a good idea to use English love song as material to teach listening skill and help students to enrich their vocabulary? A I strongly disagree C I disagree B I agree D I strongly agree E I don not know Question 5: What are the disadvantages of using English love song in teaching listening skill and helping students to widen their English vocabulary? A It is quite difficult to understand all the words of the song because some of them sound strange B I can’t guess some word meanings C I can hear the sound but can’t recognize the words D I understand the words a little Appendix: The list of selected English love songs Name of Songs Name of Writers Those Good Old Dreams The Carpenters Because you love me Celine Dion cherry lady Modern Talking Always Something There To Remind Me Naked Eyes Chiquitita Lyrics ABBA Knife Rockwell I Owe You One Aaron Neville Bye Bye Love Everly Brothers Circle In The Sand Belinda Carlisle 10 The Taste of Morning Rumi 11 Evergreen Arbra Streisand 12 I Can See Clearly Now Johnny Nash 13 Brighter Than Sunshine Aqualung 14 Sunlight Nina 15 Cowboy Style Minogue 16 Foolish Beat Debbie Gibson 17 Experience Diana Ross 18 Drunk Minogue 19 Some Kind of Bliss Minogue 20 The Streets Of London Beatles 21 Sugabage Ace Reject 22 By Your Side Sade 23 I Call It Love Lionel Richie 24 I Can Dream Can't I The Carpenters 25 Moody's Mood For Love Elliott Yamin ... analyzed in detail, synthesized and evaluated Data collection and data analysis - Data The data for analysis are mainly samples taken from the famous English love songs of all kinds There are 68 songs. .. that kindled love in his heart” Thanks to metaphorical expression that kindled love in his heart, we can conceptualize love as having a beginning and an end just as fire has When the fire is kindled,... metaphoric images in songs as well as their artistic value and from this analysis to make a meaningful contribution to learn English in reading and writing skills for learners, teachers and translators