Confronting Metaphor in Use -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgements -- Confronting metaphor in use -- An applied linguistic approach -- Introduction -- What is an applied linguistic approach to metaphor -- Researching metaphor in an applied linguistic approach -- Investigating the nature of metaphor in use stability and variation -- Examining metaphor in corpora -- Understanding metaphor in language education -- Using metaphor as a tool in professional development -- Opening dialogue -- References -- Part I. Investigating the nature of metaphor in use -- Chapter 1. Opening Pandora's box -- Multiple readings of 'a metaphor' -- Metaphor indeterminacy -- Methodology -- Qualitative methodology and Group Think-Aloud technique -- Instrumental and collective case study -- The text -- The focal metaphor -- Data analysis -- First phase GA and GB groups -- Group GA -- Extract -- Extract -- Group GB -- Extract -- Transition to the second reading -- Extract -- Second reading a riddle to be solved -- Extract -- Extract -- Extract -- Third reading - death -- Extract -- Discussion of the readings of the first phase -- Second phase -- Group -- Extract -- Group G -- Extract -- Extract -- Discussion of the readings of the second phase -- General discussion -- Acknowledgments -- References -- Chapter 2. Metaphor shifting in the dynamics of talk -- Background -- Discourse contexts -- Vehicle re-deployment shifting in topics -- Extract 1 -- Extract 2 -- Extract 3 -- Extract 4 -- Extract 5 -- Extract 6 -- Extract 7 -- Extract 8 -- Vehicle development -- Extract 9: Volcanoes -- Extract 10 -- Extract 11 -- Extract 12 -- Shifting into the real world: Vehicle literalization -- Extract 13 -- Discussion and conclusions -- References -- Chapter 3. Adding sound to the picture.

Motivating the lexical composition of metaphorical idioms in English, Dutch and Spanish -- Part of the picture -- Adding the sound -- Anchor 3 -- Conclusions -- Perspectives for further research -- Acknowledgements -- References -- Appendix some more examples of the investigated kinds of phonological motivation -- Prototypical alliteration repetition of word-initial consonants -- Non-prototypical alliteration -- Prototypical assonance rhyme -- Non-prototypical assonance -- Chapter 4. Metaphor and positioning in academicbook reviews -- Why study book reviews -- The present study -- Method -- Results -- Baseline data -- Recurrent metaphors -- Self-positioning in other contexts -- A member of the relevant research community -- Having expertise -- Positioning the reader and third parties -- Conclusion -- References -- Appendix The corpus of academic book reviews -- Social Science SSCI -- Science SCI -- SCI journal but social science book and social science reviewer -- Part II. Examining metaphor in corpora -- Chapter 5. Brothers in arms -- Contradictory metaphors in contemporary marketing discourse -- Theory -- Data and method -- Empirical findings -- Metaphors in secondary marketing discourse -- Metaphors in primary marketing discourse -- Conclusion -- References -- Chapter 6. Metaphor probabilities in corpora* -- Probabilities in linguistic theory -- Probabilities in metaphor studies -- Data and method -- Probabilities of metaphor Vehicles -- Word form probabilities -- Word class probabilities -- Summary and discussion -- Conclusion -- References -- Chapter 7. Corpus linguistic data and conceptualmetaphor theory -- Cognitive approaches and language -- Problems with the cognitive approach to linguistic evidence -- Using corpora to research metaphor -- Corpus methodology -- Linguistic evidence for argument is war -- The scope of the linguistic metaphors.

Extract of the concordance for strategy -- Fixed expressions in realizations of argument is war -- Extract of the concordance for fired -- Conclusion -- References -- Chapter 8. Exploring metaphors in corpora -- A study of 'war' in corpus generated data -- Analysing metaphors the linguists intuition vs real language use -- Towards an empirical analysis of the metaphoricity of war using a collocational database -- Concluding remarks -- References -- Part III. Understanding metaphor in language education -- Chapter 9. Young learners' understanding of figurative language* -- Lexico-grammatical features of give me a hand the hands of a watch and hand it to me -- Method -- Stimuli and design -- Procedure -- Results -- Case Give me a hand -- Case The hands of a watch -- Case Hand it to me -- Discussion -- Conclusions -- References -- Appendix -- Case The hands of a watch -- Case Hand it to me -- Chapter 10. The relationship between associative thinking, analogical reasoning, image formation and metaphoric extension strategies -- Figurative extensions of word meaning -- How might metaphoric extension processes be exploited for language learning purposes -- Processes involved in metaphor interpretation -- Associative fluency -- Analogical reasoning -- Image formation -- Factors likely to affect a students ability to use metaphoric extension strategies -- The presence of contextual clues -- Cognitive style -- The study -- The participants -- Method -- Scoring the items -- Example -- Example -- Example -- Example -- Example -- Results -- Are concrete imageable items more likely to provoke and be successfully interpreted through metaphoric extension strategies -- Does the presence of contextual clues affect a students inclination and ability to use context-based strategies as opposed to metaphoric extension strategies.

Does a persons cognitive style affect their inclination and ability to use metaphoric extension strategies -- Discussion -- References -- Appendix -- Appendix -- Appendix -- Appendix -- Part IV. Using metaphor as a tool in professional development -- Chapter 11. The awakening of Sleeping Beauty -- A teacher's metaphor of professional development and of language teaching1 -- Identifying metaphors -- Hiking along the path Towards Language and Professional development -- Final remarks -- References -- Chapter 12. En route through metaphors -- Chatrooms as safe places to deal with difficulties1in an online course -- Theoretical framework -- Context and methodology -- The course participants -- The students profiles -- The teacher educators -- The technical assistants -- The study -- The online module a view of the students difficulties -- En route through the Chatroom Conversations -- Identifying voices which announce the construction of metaphors -- Chatroom Conversation CC- -- Blind person in the middle of a battle -- From a journey in an unknown road to the boat journey -- Mapping the boat journey metaphor -- The diploma course is a journey -- Entailments of the journey metaphor -- Chatroom Conversation CC- -- The boat and the cocoon -- Chatroom Conversation CC- -- Final Remarks -- Transcription Conventions -- References -- Chapter 13. School teachers in favela contexts -- Metaphors and metonymies they live by1 -- Theoretical background -- Method and the context of the study -- Teachers metaphors and metonymies -- Community metaphors and metonymies -- School metaphors and metonymies -- Concluding remarks -- References -- Appendix Questionnaire -- The multipliers role -- Describing your context -- The community -- School -- School teachers in favela contexts -- Chapter 14. Professional knowledge landscape.

A metaphor to conceive of e-mail practices inbusiness settings -- Seeking to approach the landscapes -- Undertaking a reflective sightseeing through the landscapes -- Stepping outside the landscapes the tacit and the unknown -- A final glance at the landscapes -- Index of subject -- Index of name -- The Pragmatics & Beyond New Series.