Metaphors for Learning: Cross-cultural Perspectives -- Editorial page -- Title page -- LCC data -- Table of contents -- List of contributors -- Introduction -- References -- Historical Transformations in Metaphoric Conceptualization -- In the balance -- Introduction -- Learning the metaphors of conceptual culture -- Conventional metaphor and second language acquisition -- The academic culture of being critical -- Judging is weighing -- Striking a balance -- Weighted values -- The evaluative distribution of weight -- The cultural value of the rational -- On balance and rationality in intellectual cultural history -- The rhetorical law of gravity -- On solid ground -- Metaphor and changing critical cultures -- References -- The tradition and transformation of metaphor in Japanese -- Introduction -- Chinese model of tropology -- Japanese attempts at assimilation -- Poetry hostile to metaphor? -- Japanese tropology -- Poetic practice: A case study -- Epilogue -- Texts & references: -- Socio-cultural Values and Metaphoric Conceptualization -- Tao of learning -- Introduction -- Learning is a journey -- Learning is imitating the model -- Figure 1. Notions of LEARNING represented by Chinese characters -- Teacher is a father -- Conclusions -- References -- Sources -- Intersections and diverging paths -- Introduction -- Table 1. Conceptual patterns used in English & Japanese for ideas -- Data and analytical Issues -- Table 2. Total shared conceptual patterns in English and Japanese -- Results -- Table 3. Productive shared patterns in English & Japanese -- Table 4. English only productive patterns -- Table 5. Japanese only productive patterns -- Table 6. Conceptual patterns appearing in academic writing (B) -- Table 7. Conceptual patterns appearing in essay writing (C) -- Table 8. Conceptual patterns appearing in conversation (D).

Table 9. Genre types and conceptual patterns -- Implications -- Bibliography -- Appendix A: English Data Samples -- Appendix B: Japanese Data Samples -- Cultural messages of metaphors -- The cultural function of metaphors -- The origins and the types of metaphoric sayings -- The aim and method of this study -- Layers of meanings in metaphors -- The methodology of the study -- Metaphors in Hungary and in Japan -- Acquiring knowledge and skills in general -- Proverbs on the lack of knowledge -- Similarities and divergences in Hungarian and Japanese proverbs -- Semi-equivalent proverbs in Hungarian and in Japanese -- Proverbs that have similar messages in the Hungarian and in the Japanese culture -- Proverbs that reflect culture-specific values -- Conclusion -- References -- The many facets of teaching and learning in Malay -- Lexicalization of "teaching and learning" in Malay -- Table 1. The root words of "teaching & learning" and their derivations -- Table 2. Frequency of the words and their derivations -- Ajar -- Didik -- Latih -- Asuh -- Bimbing -- Ajaran, asuhan, didikan, bimbingan and latihan -- Pendidikan versus Pelajaran -- Conclusion -- Figure 1. The facets of "teaching and learning" in Malay -- References -- The "native speaker" as a metaphorical construct -- The native/non-native dichotomy -- Identifying the metaphor -- The ground of the native speaker metaphor -- Social discrimination -- Mother tongue -- Implications -- References -- Metaphors and the Classroom -- Metaphor in the construction of a learning environment -- Theoretical background -- The discourse context -- Data collection and analysis -- Table 1. Types of Teaching Action sequences (from Cameron, 2003: 83) -- General features of metaphor in use -- The interplay of metaphor and non-metaphorical language -- Metaphor to summarise -- More than one metaphor -- Metaphor and affect.

Summary -- When are metaphors used? -- Metaphor in the explanation of lesson content -- Technical and sub-technical metaphor -- Animating metaphors -- Systematic metaphor: Classroom activity as a guided trek -- Table 2. Aspects of the systematic metaphor classroom activity is a journey -- Table 3. Aspects of the teacher's role in the journey systematic metaphor -- Summary and implications -- References -- Trancription conventions -- Images of teachers, learning and questioning in Chinese cultures of learning -- Introduction -- Physical stance and the context of Chinese cultures of learning -- Photo 1. A Chinese teacher holding the book up high in teaching -- Photo 2. Chinese students in rows reading and holding books up high -- Photo 3. Chinese students reciting & memorizing in the early morning on campus - solitary & concentr -- Photo 4. Lebanese students preparing & revising in the morning before going to class on campus - cas -- Word associations on educational themes in Chinese -- Chinese metaphors for a good teacher -- Table 1. 'A good teacher': metaphors from university students in China, including Hong Kong, given i -- Table 2. 'A good teacher': metaphors from Chinese university students, given in Chinese in 2005 (N = -- Chinese sayings -- Table 3. Chinese sayings about making an effort in education -- Table 4. Chinese sayings about teachers and teaching -- Table 5. Chinese sayings about studying -- Table 6. Chinese sayings about learning -- Questionnaire data -- Table 7. The mean scores for ratings of Chinese statements about a 'good teacher' by students in Chi -- Asking questions -- Table 8. The mean scores for ratings of Chinese statements about the reasons for not asking question -- Table 9. Chinese sayings about asking questions -- Conclusion -- Metaphors in Educational Planning -- Metaphors of transformation.

Introduction: Background and political context -- Curriculum 2005 -- Metaphor and ideological transformation -- Image schemata -- New is good and old is bad -- Examples from Ministerial speeches and statements -- Summary -- Figure 1. Good and Bad in post-apartheid educational language -- When new turns out to be not so good -- New is high -- Examples from Legislation & curriculum policy -- Orientation schemata continued -- Paths and journeys -- Force dynamics -- En route from old to new: Transformation is a journey -- Examples from Legislation & curriculum policy -- Examples from Departmental circulars -- Examples from ministerial speeches -- Force dynamics of the transformation journey -- Examples from policy and legislation -- Examples from Circulars -- Examples from ministerial statements -- The interplay of image schemata in transformation discourse -- Figure 2. Image schemata in transformation discourse -- The organic metaphor -- Examples from Legislation & curriculum policy -- Examples from ministerial speeches -- Conclusion -- References -- Index -- The series Human Cognitive Processing.