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Language Matters - Representations of the term heart failure in English discourse:A large-scale linguistic study
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| 2 |
Acting like a hedgehog in times of pandemic:Metaphorical creativity in the #reframecovid collection
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Corpus Linguistics and Clinical Psychology:Investigating 'personification' in first-person accounts of voice-hearing
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Person-ness of voices in lived experience accounts of psychosis:Combining literary linguistics and clinical psychology
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COVID-19: A forest fire rather than a wave?
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In: Mètode Science Studies Journal - Annual Review; Issue 11 (2021); 5 ; Metode Science Studies Journal; Issue 11 (2021); 5 ; 2174-9221 ; 2174-3487 (2021)
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| 8 |
A linguistic approach to the psychosis continuum: (dis)similarities and (dis)continuities in how clinical and non-clinical voice-hearers talk about their voices ...
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| 9 |
A linguistic approach to the psychosis continuum: (dis)similarities and (dis)continuities in how clinical and non-clinical voice-hearers talk about their voices ...
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| 10 |
“One gives bad compliments about me, and the other one is telling me to do things” – (Im)Politeness and power in reported interactions between voice-hearers and their voices
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| 11 |
A linguistic approach to the psychosis continuum:(dis)similarities and (dis)continuities in how clinical and non-clinical voice-hearers talk about their voices
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| 15 |
A linguistic approach to the psychosis continuum: (dis)similarities and (dis)continuities in how clinical and non-clinical voice-hearers talk about their voices
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In: Cogn Neuropsychiatry (2020)
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| 16 |
A linguistic approach to the psychosis continuum: (dis)similarities and (dis)continuities in how clinical and non-clinical voice-hearers talk about their voices
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| 17 |
Metaphors of Climate Science in Three Genres : Research Articles, Educational Texts, and Secondary School Student Talk
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| 18 |
Emotional Implications of Metaphor:Consequences of Metaphor Framing for Mindset about Cancer
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| 20 |
Metaphors of Climate Science in Three Genres:Research Articles, Educational Texts, and Secondary School Student Talk
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Abstract:
Experts are generally in agreement that anthropogenic climate change is happening and will increase in severity, but this view is not clearly reflected in more non-specialist texts. Research has shown that school students have a limited and sometimes faulty understanding of climate change. Metaphors are used by scientists in developing thought and communicating with non-scientists; they are also used by educators. This research investigates students’ understandings of climate change by comparing metaphor use in three corpora, of research articles, student educational materials, and of transcribed interviews with school students aged 11–16 from the north of England. We find that some metaphors are shared by the three corpora; where this happens, the researchers’ use tends to be highly conventionalized and technical, while educational materials extend and explore metaphors, and the students’ use is still more creative, sometimes resulting in inaccurate descriptions of the science. Students also develop some of their own distinctive metaphors based on their immediate concrete experience, and possibly on visual educational materials; these metaphors convey highly simplified and often inaccurate understandings of climate science.
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URL: https://eprints.lancs.ac.uk/id/eprint/88213/
https://doi.org/10.1093/applin/amx035
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