A study on metaphors of love in english = nghiên cứu các ẩn dụ về tình yêu trong tiếng anh

VINH UNIVERSITY DEPARTMENT OF FOREIGN LANGUAGES ==== ==== ĐỖ THANH NHÀN A STUDY ON METAPHORS OF LOVE IN ENGLISH (NGHIÊN CỨU CÁC ẨN DỤ VỀ TÌNH YÊU TRONG TIẾNG ANH) GRADUATION THESIS FIELD: SEMANTICS Vinh, May 2011 ACKNOWLEDGEMENTS This study has been accomplished with the support and encouragement of many people to whom I am grateful First of all, I would like to express my deepest gratitude to my supervisor, Mrs Phan Thi Huong, M.A With her profound knowledge and experience in English as well as great enthusiasm, she has given me a lot of valuable advice, suggestion and encouragement during my research process I would also like to give my sincere thanks to all my teachers from the Foreign Languages Department of Vinh University for their lectures and advice which are very useful for me to finish this study Finally, I wish to thank my family and my friends who have encouraged and supported me during the time I work on this study Especially, I am obliged to my friends who looked closely at the final version of the thesis for English style and grammar, correcting and offering suggestions for improvement Though the study has been done with all my attempts, shortcomings are unavoidable in the study Therefore, I would like to welcome and appreciate any comments and suggestions for improvement Vinh, May 2011 Do Thanh Nhan TABLE OF CONTENTS ACKOWLEDGEMENTS i TABLE OF CONTENTS ii PART I INTRODUCTION 1 Reasons for Choosing the Study Aims and Objectives of the Study Scope of the Study Method of the Study Design of the Study PART II DEVELOPMENT CHAPTER 1: THEORETICAL BACKGROUND 1.1 What is Metaphor? 1.2 Source Domain and Target Domain 1.3 Characteristics Features of Metaphor 1.3.1 Similarity of Shape 1.3.2 Similarity of Size 1.3.3 Similarity of Position 1.3.4 Similarity of Movement 1.3.5 Similarity of Function 1.3.6 Similarity of Colour 1.3.7 Similarity of Behaviour and Character 1.3.8 Similarity of Sound 10 1.4 Classification of Metaphor 11 1.4.1 Living Metaphor 11 1.4.2 Fade Metaphor 11 1.4.3 Dead Metaphor 12 CHAPTER 2: A STUDY ON METAPHORS OF LOVE IN ENGLISH 13 2.1 Love Metaphors related to Nature 13 2.2 Love Metaphors related to Flowers and Drink 17 2.3 Love Metaphors related to Fire 21 2.4 Love Metaphors related to Madness 23 2.5 Love Metaphors related to War 25 2.6 Love Metaphors related to Journey 27 CHAPTER 3: SOME SUGGESTED EXERCISES FOR TEACHING AND LEARNING ENGLISH METAPHORS OF LOVE 31 3.1 Suggested Activities 32 3.2 Suggested Exercises 37 PART III CONCLUSION 42 3.1 Recapitulation 42 3.2 Suggestions for Further Studies 43 REFERENCES 44 APPENDIX PART I: INTRODUCTION Reasons for Choosing the Study English is now playing an indispensable role in all fields of life It is not difficult to realize the dominance of English in international communication, science, business, aviation, entertainment, broadcast and education Therefore, if the need for an international language is prompted, English will probably be chosen The demand for learning English worldwide, particularly in Vietnam is so great that many people are now making a point of learning it According to the official statistics issued by the Vietnamese Ministry of Education and Training in 2003, the English language was chosen by 98.5% of Vietnamese secondary students as their compulsory foreign language subject However, the statistics did not mention the quality of English learning It is assumed that Vietnamese learners not often find it hard to learn English initially because of the similarities of the alphabet system in the two languages They can grammar exercises feeling like a rose Nonetheless, it is challenging to become proficient in English For Vietnamese learners of English, particularly advanced learners, knowing and understanding metaphors is a significant step to mastering this language The more fluently and accurately Vietnamese learners can use English metaphorical expressions, the more successfully they can deal with the language of English in literature as well as in real life Furthermore, metaphors reflect distinctive features of each language, so they can be the bridge linking the soul of different nations Thus, it should open doors to friendly atmosphere on the part of both native and non-native speakers, which leads to global mutual understanding in cultures, customs, traditions and behaviors as well – the key factor to avoid culture shocks during international communication Metaphor has been studied and viewed at different angles by numerous scholars It is still a controversial topic which attracts people’s interest As an English learner who has much interest in metaphors which “has traditionally been viewed as the most important form of figurative language use” (John I., 2003:345), the author decides to choose the topic “A Study on Metaphors of Love in English” as the study of her graduation thesis Hopefully, the study, to some extent, can help Vietnamese learners of English understand metaphors more deeply so that they can use them more efficiently Aims and Objectives of the Study The thesis mainly aims at finding out some common love metaphors which are used in English, discovering the meaning of these metaphors in English and Vietnamese and providing some suggested activities and exercises for teaching and learning English metaphors of love To fully achieve these aims, the study has to answer two questions: - What are the common metaphors of love used in English? - What are the meanings of these English love metaphors and their Vietnamese equivalents? Scope of the Study The study concerns about love metaphors in English However, “A Study on Metaphors of Love in English” is a broad topic As a graduation paper, it is impossible to cover all kinds of love metaphors The study only focuses on some common love metaphors in English It is worth noting that the concept “love” in a broad sense means a deep, tender, ineffable feeling of affection and solicitude among human beings The study does not discuss metaphors related to the bigger sphere of love, which includes love for one’s father land, motherly love, etc In this study, love simply means love between men and women Therefore, love metaphors dealt with in the study are about love between men and women The Vietnamese metaphors of love are presented with an aim to help the author and readers have a better understanding of the common English metaphors of love discussed in the study A contrastive analysis of common love metaphors in English and Vietnamese would be another research at a higher level Another point is that activities and exercises presented in Chapter only serve as samples to give learners chances to practise using these metaphors and also as suggestions for teachers Method of the Study To carry out this research, some methods have been combined First and foremost, a review of existing study results on metaphors is necessary to provide a better understanding of the topic Collecting data and gathering sources is done through selecting and reading English and Vietnamese love metaphors After that, data are categorized and metaphors are analyzed with an attempt to provide a better understanding of the aspect Design of the Study The study is divided into three main parts Part I “INTRODUCTION” consists of the author’s reasons for choosing the study, aims, scope, methods, and design of the study Part II entitled “DEVELOPMENT” includes three chapters Chapter 1, “Theoretical Background”, provides some background knowledge about metaphor, source domain and target domain, characteristics of metaphor and classifications of metaphor Chapter is entitled “A Study on Metaphors of Love in English” In this chapter, the author mentions about some common metaphors of love in English related to nature, flowers, drink, fire, madness, war and journey and their Vietnamese equivalents Chapter entitled “Some Suggested Exercises for Teaching and Learning English Metaphors of Love” presents some suggested activities and exercises to give learners chances to practice using these metaphors In part III “CONCLUSION”, the author summarizes the main points in the study and suggests some topics for further studies The study ends with the “REFERENCES” which lists all the materials and sources of information used in this study PART II: DEVELOPMENT CHAPTER 1: THEORETICAL BACKGROUND In the first chapter of this study, the author would like to briefly present some general knowledge about metaphor, source domain and target domain, characteristic features and classification of metaphor 1.1 What is Metaphor? Many people think that metaphor is a matter of extraordinary rather than ordinary language, and that metaphor is a device of the poetic imagination However, a lot of metaphors can be found in everyday life language (Lakoff and Johnson, 1980: 03) Up to now, there have been numerous linguistic definitions of metaphor In Aristotle’s Poetics and Rhetoric (350 B.C) which has been considered as the fundamental of rhetorical and metaphorical piece of research for more than 2000 years, metaphor functions either as a substitution of the figurative for the literal, or as an abbreviated simile Specifically, Aristotle assumed that metaphor was derived from seeing semblances in things, which is one feature of simile However, by comparison with simile, metaphor was regarded as the more compressed figure of speech In this view, the comprehending of a metaphor is an issue of interpreting the equivalent simile, for example, “A is B” had the same meaning as “A is like B” Another notable point in Aristotle theory is so-called “substitution” theory, according to Max Black: “metaphor consists in giving the thing a name that belongs to something else; the transference being either from genus to species, or from species to genus, or from species to species, or on grounds of analogy” (cited in Aristotle’s Poetics and Rhetoric, 1953:174) Another viewpoint on metaphor belongs to Dinh, T.L According to him, “metaphor is the transference of meaning from one object to another based on similarity between these two objects.” (1995:194) This viewpoint is supported by Do, H.C as he defined metaphor as “the symbolic name of one object, which is based on the similarity, realistic or imaginary, between the identified object called “A” and the object called “B” of which the name is transferred to “A” (1996:87) Although these two authors expressed their ideas in different ways, both of them see the transference of meaning from A to B and their similarity of these two objects It might be noteworthy to mention also the definition of metaphor from dictionaries for better clarity and neatness In Oxford Student’s dictionary of English (2001:140), “metaphor is a word or phrase that is used in an imaginative way to show that somebody/ something has the same qualities as another thing.” Despite apparent differences in expressing, all of these aforementioned definitions intersect at one point, which is that metaphor always is the transference of name based on the association of similarity 1.2 Source Domain and Target Domain Zoltán Kövecses in “Metaphor: A Practical Introduction” has said that: “Metaphors connect two conceptual domains: the target domain and the source domain The conceptual domain from which we draw metaphorical expressions to understand another conceptual domain is called source domain, while the conceptual domain that is understood this way is the target domain Thus, life, argument, love, theory, ideas, social organizations, and others are target domains, while journeys, war, buildings, food, plants, and others are source domains The target domain is the domain that we try to understand through the use of the source domain” In the course of metaphorical processes the source domain corresponds to the target domain; in other words, there is a mapping or a projection between the source domain and the target domain The target domain X is understood in terms of the source domain Y For example, in the case of the metaphor “Love is a journey”, LOVE is the target domain whereas JOURNEY is the source domain Whenever JOURNEY is mapped onto LOVE, the two domains correspond to each other in a way which enables us to interpret LOVE as a JOURNEY 1.3 Characteristic Features 10 CHAPTER 3: SOME SUGGESTED EXERCISES FOR TEACHING AND LEARNING ENGLISH METAPHORS OF LOVE Metaphor has been overlooked and given less attention than it deserves in teaching and learning English For most people metaphor is too difficult and useless to learn Students only think that metaphor is mainly literary, especially for achieving an ornamental effect in poetry On the contrary, metaphor is an important aspect in language, especially because it is a lexical phenomenon which is common in everyday language If learners of English learn some metaphorical expressions that are categorized according to their common concepts, for example, “Love is magic”, it would be easier for them to retain expressions such as “She cast her spell over me”, “The magic is gone” and “I was spellbound” It may even help them extend their thoughts to create their own metaphors, such as “He turned me into a remote-controlled robot” by using the same concept It is argued that metaphor should be given a more important place in language teaching than it has been for three reasons Firstly, it is central to the use of language Secondly, from a structural point of view it pervades large parts of the language system Lastly, some of the methodological implications of the theoretical points are tentatively examined, and it is argued that multi-text exercises constitute an effective and relatively simple design for teaching materials, and that the structure of a number of reference materials could be significantly improved if some, or all, of the theoretical points were taken up (cited from http://applij.oxfordjournals.org) The first area of using or applying metaphor is obviously vocabulary learning in general Metaphors provide us with the possibility of seeing one thing in terms of another This feature enables us to link the senses of a lexical item in one domain to its related metaphorical senses in another domain, thus extending the senses of the same word forms For example the word “shaky” in the building 35 domain can be used in the theory domain with the linking conceptual metaphor theories are buildings Another example, the word “remote” in the distance domain can be used in the relationship domain with the linking metaphor “relationship is distance” A large number of words can be learned systematically in this way (cited from http://ccsenet.org) Also, it is known to us that metaphor is the carrier of culture and reflects ways of cognizing the world, thus teaching and learning about metaphor help us understand more about culture Because of the importance of English metaphors in language teaching and learning, the author would like to give some activities and exercises for learners to practice 3.1 Suggested Activities Activity 1: Exploring how metaphors make meaning Materials: Student journals, slips of paper with metaphors for love from songs and poems, computers with internet access Instruction: Write “Love is _” on the board Ask them to use their journals to fill in the blank with a noun (and an article, if necessary) that best represents their feelings about love After two minutes, invite students to share their sentences Ask the class if they noticed any similarities If no one mentions it, explain that these sentences are metaphors Take the time to review or introduce the definition of metaphor and various types of metaphors, and to distinguish them from similes Then tell students to pair up, and give each pair a slip of paper with one of the following lines from love songs and poems:  “Your love is smallpox” – Paul and Storm, “Your Love Is (Love Song With Metaphor)”  “Love is a battlefield” – Pat Benatar, “Love is a Battlefield”  “Love is a rose” – Neil Young, “Love Is a Rose” 36  “Love, it is a river” – Amanda McBroom, “The Rose”  “Love is a banana peel” – Ben Weisman and Fred Wise, “I Slipped, I Stumbled, I Fell,” (sung by Elvis Presley)  “Oh, love is a journey with water and stars” – Pablo Neruda, Sonnet 12  “[Love] is an ever-fixed mark / That looks on tempests and is never shaken” – William Shakespeare, Sonnet 116  “Love is a truck Love is a wall” – Connie Kaldor, “Love Is a Truck”  “Love’s a loaded gun” – Alice Cooper, “Love’s a Loaded Gun”  “Love is a losing game” – Amy Winehouse, “Love Is a Losing Game”  “Love is the drug” – Roxy Music, “Love Is the Drug”  “Love is a song that never ends” – “Love is a Song” from “Bambi” Explain that the task is to “unpack” one of the lyrics, explaining what the comparison being made tells us about love After students share their observations about what these metaphors mean, discuss them, using these questions:  What these metaphors say about love?  Why you think songs and poems often use metaphor to discuss love? Why use comparisons and analogies to express views about love?  What other metaphors can you recall from popular love songs? What these metaphors reveal about love?  What kinds of metaphors we use to talk about love – in songs and otherwise? What does this tell us about how love is perceived in our culture?  Why are metaphors so common in love songs? Can you think of any songs that talk about love directly, without using metaphors or similes? Application: This type of activity can be used for raising the student’s basic understanding about love metaphors in English poems and songs A comparison with Vietnamese can be made to help them realize the similarities and differences in the two languages This activity is suitable for both students at high school and university 37 Activity 2: Creating metaphor poems Instruction: Introduce some poems or love songs, for example, Roxy Music’s “Love Is the Drug” or Bruce Springsteen’s “I am on Fire” Discuss the comparison of “love” and “drug”; “love” and “fire” Make sure all of the students see the comparisons Then ask the students to think about other things one could compare to love Put “Love is…” on the chalkboard and the students come up with possible comparisons List to items, if at all possible The students select one from the list and together expand it by listing details For example, if students choose “love is a journey” teacher can ask them to list things which can be considered as shared elements of both: Like any journey, love is a process of ongoing change and discovery along the way The lovers are travelers on a journey together, with their common life goals seen as destinations to be reached The relationship is their vehicle, and it allows them to pursue those common goals together The relationship is seen as fulfilling its purpose as long as it allows them to make progress toward their common goals The journey is not easy There are impediments, and there are places (crossroads) where a decision has to be made about which direction to go in and whether to keep traveling together The class then takes these various commonalities and creates a five line poem on the board Students then break up into small groups and each student select one of the “Love is…” comparisons from the master list, or come up with one of his/her own The students brainstorm in the small groups so that each has a list of commonalities for his/her comparison Once these lists are compiled, students then take the items and create a metaphor poem of to lines Each student is able to create a poem by the end of the class period The classes included students of limited English proficiency, and even these students produce a completed poem Application: This activity can be used in a class of English literature Students should be high level because in this activity, they are asked to create a metaphor poem by themselves 38 Activity 3: Reading newspapers Instruction: Introduce some articles in daily newspapers Ask students to look through newspapers to find the metaphors in the articles Review what they find and discuss the meaning of the metaphors Have students write their own metaphors and share them with the class Allow the class to vote on the most creative metaphor Application: The teacher can apply this type of activity in a class of English semantics This activity also can help students in a reading class to develop their ability to guess meaning from the context The articles should be organized from easy to difficult ones so that students will not feel depressed from the beginning Activity 4: Picture Book Instruction: Let students see some pictures For example: Picture 1: 39 Picture 2: Picture 3: 40 Have students describe the pictures and make up a short story using a metaphor of love For example: Mary loved Peter very much So did Peter One day, Peter met Daisy- a very beautiful girl and he fell in love with her Mary was very said She tried to fight for him but his mistress won out Ask students to explain the meaning of the metaphor that they have used Have them write comparison words for each picture and draw illustrations to match Walk through other pictures, asking students to comment on what they see and rework their comments into metaphors Then, provide an opportunity for the students to create their own picture books using metaphors along with comparison images Application: This activity can be used in a speaking class as well as a class of English semantics for both low and high level students Learning through picture book will help students to understand and remember the meaning of metaphor more easily Moreover, students find really interesting in learning 3.2 Suggested Exercises Exercise 1: Match the corresponding constituent elements of the source (indicated by numbers) and the target domains (indicated by letters) in the “Love is war” metaphor the battles in the war (a) the damage in love to the lovers the belligerents in the war (b) to allow the partner to take control the damage in the war to the belligerents (c) the dominance of a partner (d) the events of the love relationship the strategies for the war actions (e) the lovers in the love relationship the victory of a belligerent (f) the plans for the love relationship to surrender to a belligerent 41 Application: This exercise can be used in a class of English semantics to help students have a deep understanding about the metaphor “Love is war” Teacher can apply this exercise for other metaphors such as “Love is fire”, “Love is disease”, etc Suggested answer to Exercise 1: 1-d 2-e 3-a 4-f 5-c 6-b Exercise 2: Matching: Which expression goes with which metaphor? Expression Metaphor He is starved for love a Love is a bond Their relationship has been a long, bumpy road b Love is an economic exchange or commodity At first they were inseparable, but now they are breaking up c Love is a physical force There is a very close tie between my parents and myself d Love is insanity e Love is a captive animal Romeo was burning with love for Juliet f Love is unity She was putting more into the relationship than he was g Love is a hidden object He was swept off his feet when he first saw her i Love is a nutrient They were magnetically drawn to each other j Love is a sovereign k Love is a journey She tried to fight her feelings for him h Love is a small child 10 He had to let go of his feelings for her and move l Love is a natural force on m Love is fire 11 She conquered his heart n Love is a deity 12 They were crazy about each other o Love is an opponent 13 She is completely ruled by her heart p Love is war 14 He worships the ground she walks on 15 Baby, I love you so much! 16 She was looking for love in all the wrong places 42 Application: This exercise can be used as a warm-up for the 3rd year students in a speaking class Also, it can be used in a class of English semantics for raising awareness among the students about metaphors in daily-life language Suggested answers to Exercise 2: 1-i, 2-k, 3-f, 4-a, 5-m, 6-b, 7-l, 8-c, 9-o, 10-e, 11-p, 12-d, 13-j, 14-n, 15-h, 16-g Exercise 3: Read the poem of a seventeenth-century American poet, Anne Bradstreet, titled “To My Dear and Loving Husband” and find the metaphors of love that are used in it To My Dear and Loving Husband If ever two were one, then surely we If man were loved by wife, then thee; If ever wife was happy in a man, Compare with me, ye women, if you can I prize thy love more than whole mines of gold Or all the riches that the East doth hold My love is such that rivers cannot quench, Nor ought but love from thee, give recompense Thy love is such I can no way repay The heavens reward thee manifold, I pray Then while we live, in love let’s so persevere That when we live no more, we may live ever Suggested answers to Exercise 3: - “Love is a unity” in “If ever two were one, then surely we” - “Love is an economic exchange” in “Thy love is such I can no way repay” - “Love is a nutrient/fire” in “My love is such that rivers cannot quench” Application: This exercise can be used in a class of English literature The teacher can use an English song or article instead of a poem 43 Exercise 4: Find out the English equivalents of the following Vietnamese metaphors: a Quan hệ vào ngõ cụt b Ngọn lửa tình u cháy lịng anh c Cơ làm phát điên lên d Anh ta từ từ tiến tới với cô e Lần g p gỡ thắp lên lửa tình u lịng Suggested answers to Exercise 4: We've hit a dead-end street He’s burning with love She drives me out of my mind He is slowly gaining ground with her That meeting lit a flame in her Application: This exercise can be used in a writing class or a class of translation to help students have a look at metaphors in English and their Vietnamese equivalents Exercise 5: Find out the Vietnamese equivalents of the following English metaphors: a I set my soul on fire b He couldn’t breathe His chest was on fire c He has lost his head because of love d Waves of passion came over him e We are drunk with love Application: Like Exercise 4, this exercise can be used in a writing class or a class of translation Suggested answers to Exercise 5: Cô ấy/Anh nhóm lên lửa lịng tơi Anh ta khơng thở n i Ngực anh nhói đau Tình u khiến hết lí trí Những sóng tình u trào dâng lịng anh Chúng ta đắm chìm men say tình yêu 44 Exercise 6: Find out the metaphors in the following sentences and write down what you think they mean He has gone mad over her She fought for him but his mistress won out We shall just have to go our separate ways There is a close tie between them She is my better half I’m putting more into this than you are I’m sustained by love Application: The teacher can apply this exercise in a writing class or a class of English semantics to help students find the love metaphors in daily-life expression Suggested answers to Exercise 6: gone mad -> Love is madness fought, won out -> Love is war go our separate ways -> Love is a journey tie between -> Love is a bond better half -> Love is a unity putting more -> Love is an economic exchange sustained -> Love is a nutrient All the above suggested activities and exercises are designed for teaching love metaphors in general, depending on different types of English class such as: reading class, speaking class, writing class, etc, and on the level of students The teachers should be flexible to applying these activities and exercises in reality of teaching English metaphors of love 45 PART III: CONCLUSION 3.1 Recapitulation 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 a natural way Metaphor is specially used in daily life in any language In both spoken language and literature language, metaphor can be frequently found As soon as understanding the message of each metaphor, learners can easily communicate with native speakers naturally Being aware of its importance, the author decided to analyze metaphors of love in English In the first chapter of this study, the author has briefly presented some general knowledge about metaphor, source domain and target domain, characteristic features and classification of metaphor In chapter 2, a number of common English love metaphors related to nature, flowers, drink, fire, madness, war and journey were analyzed and illustrated by examples that help learners improve their knowledge of love metaphors Furthermore, English metaphors of love have been presented with Vietnamese equivalences They provide learners with better understanding of love metaphors in the two languages In chapter 3, the importance of metaphor in language learning and teaching is pointed out By studying some suggested activities, learners can choose the effective ways to learn English metaphors of love This chapter ends with some sample exercises to give learners chances to practice using love metaphors In conclusion, we have conducted this study on metaphors of love in English with a hope that learners will get some benefits from this study to learn English metaphor of love better 46 3.2 Suggestion for Further Studies Within the scope of a graduation paper, the study only mentions about English metaphors of love related to nature, flowers, drink, madness, fire, war and journey For the further studies on this subject, the author attempts to give some suggestions as follows:  A Contrastive Study on English and Vietnamese Metaphors of Love  An analysis of the Relationship between English Culture and English Metaphors of Love  A Study on the Grammatical Structure of Love Metaphors in English and Vietnamese 47 REFERENCES IN ENGLISH Baider, F & Sara, G (2002) Burning with desire in English and French International Pragmatics Conference John, I.S (2003) Semantics Oxford: Blackwell Lakoff, G & Johnson, M (1980) Metaphors We Live by Chicago and London: Chicago University Press Hoa, N (2001) An introduction to Semantics Hanoi: Vietnam National University Press Joint, W (2001) Oxford Student’s dictionary of English Oxford: Oxford University Press Kövecses, Z (2000) Metaphor and Emotion: Language, Culture, and Body in Human Feeling Cambridge: Cambridge University Press Pinker S (1997) How the Mind Works New York: W.W.Norton & Company Roberts, W.R & Bywater, I (Trans) (1953) Aristotle’ Poetics and Rhetoric New York: Dent Schafer, R (1983) The analytic attitude New York: Basic Books 10 Thoa, N Y T (2005) Assignment on Language and Culture in Contact Hanoi: Vietnam National University IN VIETNAMESE Đỗ Hữu Châu (1996) Từ vựng ngữ nghĩa tiếng Việt NXB Đại học Quốc gia Đinh Trọng Lạc, Nguyễn Thái Hòa (1995) Phong cách học tiếng Việt NXB Giáo Dục Hoàng Tất Trường (1993) Từ vựng học Tiếng Anh NXB Trường Đại học Sư phạm Ngoại ngữ Hà Nội Phạm Văn Tình (2006) uận chữ uận nghĩa NXB Văn hóa-Thơng Tin Từ điển Anh-Việt (1993) NXB TP Hồ Chí Minh 48 WEBSITES http://www.en.wikipedia.org/wiki/metaphor http://www.ehow.com http://learning.blogs.nytimes.com http://quizlet.com http://applij.oxfordjournals.org http://ccsenet.org 49 ... Vietnamese Metaphors of Love  An analysis of the Relationship between English Culture and English Metaphors of Love  A Study on the Grammatical Structure of Love Metaphors in English and Vietnamese... topic Collecting data and gathering sources is done through selecting and reading English and Vietnamese love metaphors After that, data are categorized and metaphors are analyzed with an attempt... domain, characteristics of metaphor and classifications of metaphor Chapter is entitled ? ?A Study on Metaphors of Love in English? ?? In this chapter, the author mentions about some common metaphors