Visualization and conceptual metaphor as tools for the teaching of abstract motion in German
The case study explores German examples of metaphorical motion events as
in (1) einen Text ins Deutsche übersetzen (‘to translate a text into German’)
or (2) Er war bei uns über die Feiertage (‘He was with us over (during) the
holidays’) in the wider context of verb-framed and satellite-framed languages
(Slobin, 1996, 2000; Talmy, 1985). Starting from a general description of the
components of motion events (Talmy, 1985) the examples help illustrate the
German preferences in the lexicalization of such motion events and also concretize
the challenges for the learning tasks of foreign language learners related
to the German case-marking. Traditionally, German case-marking constitutes
one of the major difficulties for foreign learners, especially in expressions of
abstract motion events in which so-called “two-way prepositions” (Smith, 1995)
can be used. The learner has to make a decision of whether to use an accusative
(for the expression of a dynamic motion event with a path and a goal) or a dative
(for the expression of a location) according to the meaning conveyed. The empirical study conducted with intermediate French-speaking students
of German shows that the teaching of German motion events with their
case-alternation can be facilitated by a methodology which deals with language-specific
concepts (Boers & Lindstromberg, 2008), visualization (Paivio, 2001)
and metaphor (Littlemore & Low, 2006). The visual support may offer the basis
for a potential link with underlying conceptual metaphors (Lakoff & Johnson,
1980), e.g. abstract is concrete or knowing is seeing. Spatial distinctions
such as those between containers and surfaces are extended to more abstract areas of experience, especially in the context of situations describing abstract
changes. Here one of the main issues for the learner is to find out whether the
abstract goal is conceptualized as a container, a surface or still another basic
spatial relation.
Keywords: dual coding, case alternation, visualization, metaphor, French, German, language typology, motion event, foreign language learners, morpho-syntax, dative/accusative
References
Aldenhoff, J
(
1994)
Allemand: Grammaire progressive avec exercices. Bruxelles: De Boeck.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bamberg, M
(
2005)
The role of language in the construction of emotions. Palmerston North, New Zealand: Dept of Psychology, Massey University, New Zealand.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Barcelona, A., & Ruiz de Mendoza, F.J
(Eds.) (
2011)
Bibliography of metaphor and metonymy. Amsterdam/Philadelphia: John Benjamins.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Barcelona, A., & Ruiz de Mendoza, F.J
(Eds.) (
2014)
Bibliography of metaphor and metonymy. Amsterdam/Philadelphia: John Benjamins.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bellavia, E
(
1996)
The German ‘über’. In
M. Pütz &
R. Dirven (Eds.),
The construal of space in language and thought (pp. 73–107). Berlin/New York: Mouton de Gruyter.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bellavia, E
(
2007)
Erfahrung, Imagination und Sprache: Die Bedeutung der Metaphern der Alltagsprache für das Fremdsprachenlernen am Beispiel der deutschen Präpositionen. Tübingen: Gunter Narr.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Beréndi, M., Csábi, S., & Kövecses, Z
(
2007)
Using conceptual metaphors and metonymies in vocabulary teaching. In
F. Boers &
S. Lindstromberg (Eds.),
Not so arbitrary: Cognitive linguistic approaches to teaching vocabulary and phraseology (pp. 65–100). Berlin/New York: Mouton de Gruyter.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Boers, F
(
2003)
Applied linguistics perspectives on cross-cultural variation in conceptual metaphor.
Metaphor and Symbol, 18(4), 231–238.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Boers, F
(
2013)
Cognitive linguistic approaches to second language vocabulary: Assessment and integration.
Language Teaching: Surveys and Studies, 46(2), 208–224.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Boers, F., Deconinck, J., & Lindstromberg, S
(
2010)
Choosing motivated chunks for teaching. In
S. De Knop,
F. Boers, &
A. De Rycker (Eds.),
Fostering language teaching efficiency through Cognitive Linguistics (pp. 239–256). Berlin: Mouton de Gruyter.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Boers, F., & Demecheleer, M
(
1998)
A cognitive semantic approach to teaching prepositions.
English Language Teaching Journal, 531, 197–204.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Boers, F., & Lindstromberg, S
(Eds.) (
2008)
Cognitive approaches to teaching vocabulary. Berlin: Mouton de Gruyter.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bouillon, H
(
2001)
Grammaire pratique de l’allemand. Brussels: De Boeck.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Brüning, L., & Saum, T
(
2007)
Erfolgreich unterrichten durch Visualisieren. Grafisches Strukturieren mit Strategien des kooperativen Lernens. Essen, Germany: Neue Deutsche Schule Verlagsgesellschaft.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Buchowski, M
(
1996)
Metaphor, metonymy, and cross-cultural translation.
Semiotica, 110(3–4), 301–310.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cameron, L
(Ed.) (
2003)
Metaphor in educational discourse. London: Continuum.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Carroll, M
(
1997)
Changing place in English and German: Language-specific preferences in the conceptualization of spatial relations. In
J. Nuyts &
E. Pederson (Eds.),
Language and conceptualization (pp. 137–161). Cambridge: Cambridge University Press.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cortazzi M., & Jin, L
(
1999)
Bridges to learning: Metaphors of teaching, learning and language. In
L. Cameron &
G. Low (Eds.),
Researching and applying metaphor (pp. 149–176). Cambridge: Cambridge University Press.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Danesi, M
(
2007)
A conceptual metaphor framework for the teaching of mathematics.
Studies in Philosophy and Education, 26(3), 225–236.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Danesi, M
(
2008)
Conceptual errors in second-language learning. In
S. De Knop &
T. De Rycker (Eds.),
Cognitive approaches to pedagogical grammar: A volume in honour of René Dirven (pp. 223–248). Berlin: Mouton de Gruyter.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Deignan, A., Gabrys, D., & Solska, A
(
1997)
Teaching English metaphors using cross-linguistic awareness-raising activities.
English Language Teaching Journal, 51(4), 352–360.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
De Knop, S., Dirven, R., & Smieja, B
(Eds.) (
2008)
Bibliography of metaphor and metonymy (METBIB): The interdisciplinary resource on figurative language. Amsterdam: John Benjamins.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
De Knop, S., Boers, F., & De Rycker, A
(Eds.) (
2010)
Fostering language teaching efficiency through Cognitive Linguistics. Berlin/New York: Mouton de Gruyter.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Di Meola, C
(
1998)
Semantisch relevante und semantisch irrelevante Kasusalternation am Beispiel von ‘entlang.’ Zeitschrift für Sprachwissenschaft, 261, 204–235.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Draye, L
(
1996)
The German dative. In
W. Van Belle &
W. Van Langendonck (Eds.),
The dative: Descriptive studies (pp. 155–215). Amsterdam/Philadelphia: John Benjamins.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Evans, V., & Tyler, A
(
2005)
Applying cognitive linguistics to pedagogical grammar: The English prepositions of verticality.
Revista Brasileira de Lingüistica Aplicada, 5(2), 11–42.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Gibbs, R.W
(
1990)
Psycholinguistic studies on the conceptual basis of idiomaticity.
Cognitive Linguistics, 11, 417–451.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Gibbs, R.W
(Ed.) (
2008a)
Cambridge handbook of metaphor and thought. Cambridge: Cambridge University Press.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Gibbs, R.W
(
2008b)
Metaphor and gesture: Some implications for psychology. In
A. Cienki &
C. Müller (Eds.),
Metaphor and gesture (pp. 291–301). Amsterdam; Philadelphia: John Benjamins.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Gibbs, R.W., & Perlman, M
(
2006)
The contested impact of cognitive linguistics research on the psycholinguistics of metaphor understanding. In
G. Kristiansen,
M. Achard,
R. Dirven, &
F.J. Ruiz de Mendoza (Eds.),
Cognitive Linguistics: Current applications, future orientations (pp. 211–228). Berlin; New York: Mouton de Gruyter.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Glucksberg, S
(
1998)
Understanding metaphors.
Current Directions in Psychological Science, 71, 39–43.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Glucksberg, S
(
2003)
The psycholinguistics of metaphor.
Trends in Cognitive Science, 71, 92–96.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Godfroid, A., Boers, F., & Housen, A
(
2013)
An eye for words: Gauging the role of attention in L2 vocabulary acquisition by means of eye-tracking.
Studies in Second Language Acquisition, 35(3), 483–517.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Holme, R
(
2003)
Mind, metaphor and language teaching. Basingstoke, U.K.: Palgrave Macmillan.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Holme, R
(
2009)
Cognitive Linguistics and language teaching. Basingstoke, U.K.: Palgrave Macmillan.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Huette, S., Winter, B., Matlock, T., & Spivey, M
(
2012)
Processing motion implied in language: Eye-movement differences during aspect comprehension.
Cognitive Processing, 131, 193–197.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Johnson, M
(
2007)
The meaning of the body: Aesthetics of human understanding. Chicago: University of Chicago Press.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Juchem, C
(
2006)
Let’s save time: Raising metaphor awareness in German business English course.
LAUD A 6631, 1–22. Essen: Universität Duisburg-Essen.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Jüttner, M
(
2003)
Visuelles Lernen. Oberhaching/Munich: Dustri.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Katz, A.N
(
1996)
Experimental psycholinguistics and figurative language: Circa 1995.
Metaphor and Symbolic Activity, 11(1), 17–37.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lakoff, G., & Johnson, M
(
1980)
Metaphors we live by. Chicago: University of Chicago Press.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Langacker, R.W
(
1987)
Foundations of Cognitive Grammar. Vol. 11. Stanford: Stanford University Press.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lemmens, M., & Perrez, J
(
2010)
On the use of posture verbs by French-speaking learners of Dutch: A corpus-based study.
Cognitive Linguistics, 21(2), 315–347.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Leys, O
(
1989)
Aspekt und Rektion räumlicher Präpositionen.
Deutsche Sprache, 171, 97–113.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Leys, O
(
1995)
Dativ und Akkusativ in der deutschen Sprache der Gegenwart.
Leuvense Bij-dragen, 841: 39–62.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Littlemore, J
(
2009)
Applying Cognitive Linguistics to second language learning and teaching. Basingstoke: Palgrave Macmillan.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Littlemore, J., & Low, G
(
2006)
Figurative thinking and foreign language learning. Basingstoke: Palgrave Macmillan.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Low, G
(
2003)
Validating metaphoric models in applied linguistics.
Metaphor and Symbol, 18(4), 239–254.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
MacLennan, C
(
1994)
Metaphors and prototypes in the learning and teaching of grammar and vocabulary.
International Review of Applied Linguistics, 32(1), 97–110.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Matlock, T
(
2004a)
The conceptual motivation of fictive motion. In
G. Radden &
K.-U. Panther (Eds.),
Studies in linguistic motivation (pp. 221–248). Berlin: Mouton de Gruyter.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Matlock, T
(
2004b)
Fictive motion as cognitive simulation.
Memory and Cognition, 32(8), 1389–1400.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Meex, B
(
2002)
Die Wegpräposition ‘über’. In
H. Cuyckens &
G. Radden (Eds.),
Perspectives on prepositions (pp. 157–176). Tübingen: Max Niemeyer.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Meex, B., & Mortelmans, T
(
2002)
Grammatik und Kognition.
Germanistische Mitteilungen, 561, 48–66.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Newmark, P
(
1985)
The translation of metaphor. In
W. Paprotté &
R. Dirven (Eds.),
The ubiquity of metaphor: Metaphor in language and thought (pp. 295–316). Amsterdam/Philadelphia: John Benjamins.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ortony, A
(Ed.) (
1993)
Metaphor and thought. Cambridge: Cambridge University Press.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Özçaliskan, S
(
2003)
Metaphorical motion in crosslinguistic perspective: A comparison of English and Turkish.
Metaphor and Symbol, 18(3), 189–228.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Paivio, A
(
2001)
Mental representations: A dual coding approach. Oxford: Oxford University Press.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Pourcel, S
(
2004)
What makes path of motion salient? Proceedings of the Annual Meeting of Berkeley Linguistics Society, 30(1), 1–12.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Pourcel, S
(
2005)
Linguistic relativity in cognitive processes. Manuscript presented at
1st UK Cognitive Linguistics Conference: New Directions in Cognitive Linguistics
, University of Sussex, October 2005.
Pourcel, S., & Kopecka, A
(
2005)
Motion expression in French: Typological diversity.
Durham and Newcastle Working Papers in Linguistics, 111, 139–153.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Schäffner, C
(
2004)
Metaphor and translation: Some implications of a cognitive approach.
Journal of Pragmatics, 36(7), 1253–1269.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Schmitt, R
(
2001)
Metaphern in der Psychologie: Eine Skizze.
Journal für Psychologie, 9(4), 3–15.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Shires Golon, A
(
2008)
Visual-spatial learners: Differentiation strategies for creating a successful classroom. Austin, Texas: Prufrock Press.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Slobin, D.I
(
1996)
Two ways to travel: Verbs of motion in English and Spanish. In
M. Shibatani &
S.A. Thompson (Eds.),
Grammatical constructions: Their form and meaning (pp. 195–220). Oxford: Clarendon Press.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Smith, M.B
(
1987)
The semantics of dative and accusative in German: An investigation in cognitive grammar. Ph.D. diss., Department of Linguistics, University of California at San Diego.
Smith, M.B
(
1993)
Cases as conceptual categories: Evidence from German. In
R.A. Geiger &
B. Rudzka-Ostyn (Eds.),
Conceptualizations and mental processing in language: A selection of papers from the First International Cognitive Linguistics Conference in Duisburg, 1989 (pp. 531–565). Berlin/New York: Mouton de Gruyter.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Smith, M.B
(
1995)
Semantic motivation vs. arbitrariness in grammar: Toward a more general account of the DAT/ACC contrast with two-way prepositions. In
I. Rauch &
G.F. Carr (Eds.),
Insights in Germanic linguistics: Methodology and transition (pp. 293–323). Berlin/New York: Mouton de Gruyter.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Talmy, L
(
1985)
Lexicalization patterns: Semantic structure in lexical forms. In
T. Shopen (Ed.),
Language typology and syntactic description. Vol. 3: Grammatical categories and the lexicon (pp. 57–149). New York: Cambridge University Press.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Talmy, L
(
1991)
Path to realization: A typology of event conflation.
Proceedings of the Seventeenth Annual Meeting of the Berkeley Linguistics Society, 480–519.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Talmy, L
(
2000)
A typology of event integration. In
L. Talmy (Ed.),
Toward a cognitive semantics, Vol. 21 (pp. 213–288). Cambridge: MIT Press.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
van Noppen, J.-P., De Knop, S., & Jongen, R
van Noppen, J.-P., & Hols, E
Verspoor, M., & Boers, F
(
2012)
Cognitive linguistics of second language acquisition. In
A. Chapelle (Ed.),
The encyclopedia of Applied Linguistics. Chichester: Wiley Blackwell.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Vester, F
(
1978/1992)
Denken, Lernen, Vergessen: Was geht in unserem Kopf vor, wie lernt das Gehirn, und wann lässt es uns im Stich? Stuttgart: Deutscher Taschenbuchverlag.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Woodward, T
(
2001)
Working with metaphors in teaching and teacher training.
The Teacher Trainer, 15(3), 10–11.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Zachara, E
(
2004)
Visualisieren im Englischunterricht: Effektiv und lebendig unterrichten. Buxtehude: Aol-Verlag.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Zelinsky-Wibbelt, C
(Ed.) (
2003)
Text transfer: Metonymy and metaphor, translation and expert-lay communication. Berlin/New York: Mouton de Gruyter.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cited by
Cited by 3 other publications
Prange, Jakob & Nathan Schneider
2021.
Draw mir a Sheep: A Supersense-based Analysis of German Case and Adposition Semantics.
KI - Künstliche Intelligenz 35:3-4
► pp. 291 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Yang, Wenhui
2020.
News Discourse and Cognitive Studies. In
A Cross-Cultural Study of Commercial Media Discourses,
► pp. 9 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
This list is based on CrossRef data as of 14 june 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.