| dc.description.abstract | The paper focuses on the history of metaphor in linguistic studies of the past half-century. Metaphor as a way
of thinking and explaining reality has become a subject of careful research especially in the spheres of
cognitive science and education. It is also considered in educational linguistics, a relatively new branch
developed both in Poland (e.g. T. Rittel) and abroad (e.g. B. Spolsky). One of the latest achievements joining
linguistic and educational aspects of metaphor is Metaphor in Educational Discourse by Lynn Cameron. The contents
of the book is thoroughly discussed in the paper.
Metaphor in discourse in perspective of applied linguistics, theoretical foundations of speaking, thinking, and
learning, studying metaphor in classroom discourse are some of the main issues. Results of analyses let Cameron
state that metaphor is common in colloquial speech and it is difficult to be separated from other ways of
language use (like comparing, allusion or ambigousness). Such conventionalized metaphors serve mainly
understanding notions and pupils faces them most often in classroom discourse. Forms of metaphors strongly
influence processing them, which requires also taking sociocultural elements of (e.g. educational) context into
account. Metaphor - in Cameron’s opinion - “is at once both true and false, bqth disjunctive and connecting,
ordinary and yet surprising”. Therefore it continues to intrigue many research workers. | en_EN |
