ẨN DỤ: BỨC TRANH Ý NIỆM
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Tóm tắt
Bài viết này phác họa tình hình nghiên cứu ẩn dụ hiện nay, theo dõi sự phát triển của nó từ tu từ học cổ điển đến các phương pháp tiếp cận đa phương thức, tri nhận, dụng học và phê phán đương đại. Bài viết phác thảo nền tảng lý thuyết của ẩn dụ và các chức năng ý niệm, văn hóa và giao tiếp của nó, nhấn mạnh cách ẩn dụ, dựa trên nghiệm thân và lược đồ hình ảnh, vừa định hình vừa phản ánh nhận thức, văn hóa và tư tưởng. Vấn đề thảo luận xoay quanh Lý thuyết ẩn dụ ý niệm (CMT), Lý thuyết hòa kết ý niệm (CBT), Lý thuyết ẩn dụ ý niệm mở rộng (ECMT) và Phân tích ẩn dụ phê phán (CMA), đồng thời làm nổi bật các biến thể và ứng dụng giao văn hóa của nó trên nhiều lĩnh vực. Ẩn dụ đã trở thành một lăng kính trung tâm để khám phá cách chúng ta ý niệm hóa, diễn giải và liên hệ về thế giới. Bên cạnh một tổng quan toàn cầu, bài viết còn làm phong phú thêm lĩnh vực này bằng một khảo liệu chọn lọc về các nghiên cứu ẩn dụ của Việt Nam, chỉ ra những đóng góp vào bức tranh nghiên cứu ẩn dụ ý niệm tổng thể của các nghiên cứu tại Việt Nam. Bài viết lập luận rằng nghiên cứu ẩn dụ hiện đang đứng trước một giao lộ liên ngành. Các hướng nghiên cứu mới nổi bao gồm việc xem xét phép ẩn dụ trên các phương thức mới như lời nói, ngôn ngữ ký hiệu, cử chỉ, phim ảnh, biểu tượng cảm xúc, ảnh chế (meme) và quảng cáo, đồng thời khám phá vai trò ngày càng tăng của môi trường kỹ thuật số và môi trường trí tuệ nhân tạo trong việc kiến tạo nghĩa. Đồng thời, bài báo nhấn mạnh tầm quan trọng ngày càng tăng của nhận thức về phép ẩn dụ trong giáo dục ngôn ngữ như một phương tiện củng cố kỹ năng diễn giải và phản biện của người học. Bài báo kết luận rằng phép ẩn dụ là một nguồn lực nhận thức và văn hóa nền tảng - năng động, dễ thích ứng và đóng vai trò trung tâm trong việc tạo ra ý nghĩa trong các tương tác xã hội đa dạng, đồng thời khuyến nghị các nghiên cứu trong tương lai về phép ẩn dụ trong bối cảnh kỹ thuật số và trí tuệ nhân tạo, vai trò của chúng trong giáo dục, và việc phát triển các phương pháp nghiên cứu phù hợp với bối cảnh.
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Chi tiết bài viết
Tài liệu tham khảo
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Boers, F. & Lindstromberg, S. (2008). How cognitive linguistics can foster effective vocabulary teaching. In F. Boers & S. Lindstromberg (Eds.), Cognitive Linguistic Approaches to Teaching Vocabulary and Phraseology (pp.1-61). De Gruyter Mouton.
Boers, F. (1997). " No Pain, No Gain" in a free market rhetoric: A Test for cognitive semantics? Metaphor and Symbol, 12(4), 231-241. https://doi.org/10.1207/s15327868ms1204_2
Boussaid, Y. (2023). EFL teachers’ perception about metaphor-based teaching. International Journal of English Language Teaching, 11(6), 85-104. https://doi.org/10.37745/ijelt.13/vol11n685104
Boussaid, Y. (2024). The difficulties hindering EFL teachers from using metaphor-based teaching. Australian Journal of Applied Linguistics, 7(2), 1-16. https://doi.org/10.29140/ajal.v7n2.1495
Carey, J., Bezenmer, J., & O’Halloran. (2025). Introducing multimodality. Routledge.
Carney, N., & Kelekay, J. (2022). Framing the Black Lives Matter movement: An analysis of shifting news coverage in 2014 and 2020. Social Currents, 9(6), 558-572. https://doi.org/10.1177/23294965221092731
CEFR. (2020). Common European framework of reference for languages: Learning, teaching, assessment [PDF]. https://rm.coe.int/common-european-framework-of-reference-for-languageslearning-teaching/16809ea0d4
Charteris-Black, J. (2004). Corpus approaches to critical metaphor analysis. Palgrave Macmillan. https://doi.org/10.1057/9780230000612
Charteris-Black, J. (2014). Analysing political speeches: Rhetoric, discourse and metaphor. Bloomsbury.
Chavoshan, I., & Fernández, L. (Eds.). (2025). Conceptual metaphor theory in world language education: Theory, research, and pedagogy. Routledge. https://doi.org/10.4324/9781003468912
Danesi, M. (1995). Learning and teaching languages: the role of “conceptual fluency”.
International Journal of Applied Linguistics, 5(1), 3-20. https://doi.org/10.1111/j.1473-4192.1995.tb00069.x
Dodge, E., et al. (2015). MetaNet: Deep semantic automatic metaphor analysis. In Proceedings of the Third Workshop on Metaphor in NLP (pp. 40-49). Association for Computational Linguistics. https://doi.org/10.3115/v1/W15-1405
Ellis, G., & Ibrahim, N. (2021). Using metaphor elicitation with pre-primary children learning English. ELT Journal, 75(3), 256-266. DOI: 10.1093/elt/ccab014
Evans, V. (2015). The crucible of language. Cambridge University Press. https://doi.org/10.1017/CBO9781316403631
Evans, V., & Green, M. (2006). Cognitive linguistics: An introduction. Edinburgh University Press.
Fairclough, N. (1992). Discourse and social change. Polity Press.
Fauconnier, G., & Turner, M. (2002). The way we think: Conceptual blending and the mind's hidden complexities. Basic books.
Fillmore, C. J. (1982). Frame semantics. In the Linguistic Society of Korea (Ed.), Linguistics in the morning calm (pp. 111-137). Hanshin Publishing Co. http://brenocon.com/Fillmore%201982_2up.pdf
Flusberg, S. J., Matlock, T., & Thibodeau, P. H. (2018). War metaphors in public discourse. Metaphor and Symbol, 33(1), 1-18. https://doi.org/10.1080/10926488.2018.1407992
Forceville, C. (1996). Pictorial metaphor in advertising. Routledge. https://doi.org/10.1207/s15327868ms0901_1
Forceville, C. (2005). Visual representations of the idealized cognitive model of anger in the Asterix album La Zizanie. Journal of Pragmatics, 37(1), 69-88. https://doi.org/10.1016/j.pragma.2003.10.002
Forceville, C. (2006). Non-verbal and multimodal metaphor in a cognitivist framework: Agendas for research. In G. Kristiansen et al. (Eds.), Cognitive linguistics: Current applications and future perspectives (pp. 379-402). Mouton de Gruyter.
Forceville, C. (2009). Non-verbal and multimodal metaphor in a cognitivist framework: Agendas for research. In C. J. Forceville & E. Urios-Aparisi (Eds.), Multimodal metaphor (pp. 19-44). Mouton de Gruyter.
Forceville, C. (2024). Identifying and interpreting visual and multimodal metaphor in commercials and feature films. Metaphor and Symbol, 39(1), 40-54. https://doi.org/10.1080/10926488.2023.2271544
Forceville, C. (2025). Metaphors in Stand Up 2 Cancer animations. Metaphor and the Social World, 10, 273–291. https://doi.org/10.1075/MSW.24035.FOR
Forceville, C., & Urios-Aparisi, E. (Eds.). (2009). Multimodal metaphor. Mouton de Gruyter. https://doi.org/10.1016/j.pragma.2010.05.001
Garzone, G. (2021). Rethinking metaphors in COVID-19 communication. Lingue e Linguaggi, 159-181. https://doi.org/10.1285/I22390359V44P159
Gannon, M. (1994). Understanding global cultures: Metaphorical journeys through 17 nations (1st ed.). Sage.
Gannon, M. & Pillai, R. (2013). Understanding global cultures: Metaphorical journeys through 31 nations, clusters of nations, continents, and diversity (5th ed.). Sage.
Gannon, M. J. (2011). Cultural metaphors: Their use in management practice as a method for understanding cultures. Online Readings in Psychology and Culture, 7(1). https://doi.org/10.9707/2307-0919.1065
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