Примењена лингвистика у част Ранку Бугарском - Језик у

Zoltán Kövecses: IDIOMS, METAPHORS, AND MOTIVATION IN FOREIGN ...
that the latter is the case. As I tried to point out in the analysis of the examples,
the insignificant-looking subtle linguistic differences may derive from larger and
systematic differences in cultural and ideological context underlying the two languages.
Such cultural differences include opposing values, like activity-passivity,
optimistic-fatalistic, and extroverted-introverted in the world view of the two
cultural-linguistic communities.
Conclusion
Unlike the traditional view of idioms, we found that idioms are not arbitrary and
may be motivated in several ways: (1) The existence of many idioms and their
meaning in particular languages derives from the presence of certain conceptual
metaphors and that of systematic mappings in the mind of the speakers of
these languages. (2) The existence of the same conceptual metaphor and their
(metaphor-based) idiomatic expressions (together with their meanings) derive
from some (near-)universal conceptual metaphors and the systematic mappings
constituting them. (3) However, the linguistic expression of the same conceptual
metaphor may vary from language to language. Speakers of different languages
seem to have different patterns in expressing the conceptual metaphors. (4) The
expression of the same conceptual metaphor may differ not only in the types
of patterns speakers of different languages tend to make use of but also in the
cultural-ideological backgrounds underlying the languages.
These factors point to the possibility that we could achieve a great deal
more systematicity in the teaching of idioms in foreign languages than we presently
do. If the suggestions for greater systematicity described in this paper are
found by the applied linguistic community as potentially rewarding, we could
begin designing new, large-scale projects between two or more languages that
would map the most frequent and important idioms (and metaphorically used
words) in the ways suggested briefly in this paper. It seems to me that such projects
would open up so far unforeseen possibilities in the teaching of idiomatic
(and metaphoric) language (in areas such as curriculum design, textbooks, and
classroom teaching).
REFERENCES
Beréndi, Márta, Szilvia Csábi, and Zoltán Kövecses (2008). Using conceptual
metaphors and metonymies in vocabulary teaching. In: Cognitive Linguistic
Approaches to Teaching Vocabulary and Phraseology (F. Boers, S.
Lindstromberg, eds.). Berlin : Mouton de Gruyter, 65-99.
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