Java e Shkencës 2012 - Universiteti i Prishtinës

KUMTESA
But what is the implementation of metaphor composed by the human body parts’ naming in
an English class? Metaphors bring a memorable organizational and convenient model of the
vocabulary to be learned. The aims of the implementation of metaphorization of human body
parts naming are: the enlargement of the students’ vocabulary, the improvement of chunks of
words knowledge, English language use in a creative way and develops students’
autonomy. 240
Human body parts metaphorization is related to the body as a source domain from
which there derive metaphors related to machines and computers where expressions like
computer brain can be encountered, communities, communication and nations. For example
the hand can be used in a metonymic way related to all the physical actions of the body,
heart related to feelings, head related to thinking and eyes related to watching. As well, hand
can be unrelated even simply to the action of American presidents in front of their people to
show consideration towards them. 241 The latest is related to the body parts naming
metaphorization, bringing to the limelight even the social factor that influences the
understanding of these naming.
The next group has to do with the metaphors that have the body as an object, to
which they refer and are grouped metaphors that refer to illnesses for example: foot soldiers
is the name of an illness or infection of feet that at the beginning was faced at the soldiers
and metaphors referring to the process and structure of the brain. 242
Simultaneously, thinking that the pupils have encountered the term metaphor only in
the literature context, it remains an important point teaching them linguistic metaphor
composed by human body part names. But which are some of the methods and approaches of
them? Different methodologist have highlighted that a good way is making students work
independently, asking them to research about linguistic metaphor composed of the human
body parts names or draw a poster related to them. The first step is that students draw a
scheme of the human body where they put different organs and the second step is that they
consult the dictionary of English language and search for metaphors composed of human
body parts names and write them in posters and put them next to the organs. Whereas,
another method is to ask students to brainstorm as many words related to the lexical field of
human body parts. After this, the teacher understands how much the students know the first
meaning of the words and then asks them to include these words in metaphorical structures.
Furthermore, the students can be asked to write a story implementing language in a creative
way. 243 Some of the activities used can be: quizzes, flashcards, listening, linking human body
parts with their definitions and the meanings of the metaphors, games, and another activity
named Speller, Learn, Test, where students are controlled about the understanding of human
body parts names. 244
239
http://oxforddictionaries.com/definition/finger?q=finger
240
http://www.teachingenglish.org.uk/articles/exploring-metaphors-classroom#0
241
Juliana Goschler, Embodiment and Body Metaphors, 2005
242
Ibidem.
243
http://www.teachingenglish.org.uk/articles/exploring-metaphors-classroom#0
244
http://quizlet.com/1884743/metaphors-body-parts-ii-flash-cards/
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