METAPHOR IN THE SYSTEM OF TEACHING PHILOLOGICAL DISCIPLINES (WITH A SPECIAL FOCUS ON THE ENGLISH LANGUAGE)

Abstract

This article studies metaphor as an object of learning in the process of teaching philological disciplines with a special focus on the English language. The viewpoint presented in the article holds that metaphor should not be only taught as an important stylistic device and rhetoric figure, but also, and mainly, as a powerful means of word-building, a way of thinking, processing and modeling the surrounding world through concepts. Awareness of the indicated faculties of metaphor helps in understanding the general role it plays in structuring knowledge, as well as its contribution to endless word-building in the English language. The systemic and universal character of metaphorical transferences in English is elucidated by verbal metaphors that are formed through metaphorical conversion. Metaphorical conversion involves the transition of a noun into a verb with the verb developing a metaphorical meaning at the same time; for instance, the verb to squirrel, which is formed on the basis of the eponymous noun. The metaphorical verb is a result of a combination of complicated linguistic processes and cognitive operations; it develops two metaphorical meanings which are based on real knowledge about the animal and associations connected with it: 1) hide money or something of value in a safe place; 2) move in an inquisitive and restless manner. The article presents 7 lexical-thematic groups of nouns, which are converted into metaphorical verbs in English. Despite the fact that some groups have certain word-building peculiarities, they all share general mechanisms which underlie metaphorical transferences and high productivity. A large number of nouns that have not developed a metaphorical meaning in the form of verbs have powerful metaphorical potential – their conversion can be regarded as a question of time and entirely depends on the demand of the English language in particular lexical units. All those verbs formed through metaphorical-conversion processes have complex semantics. Lexical meanings of metaphorical verbs include a varied system of semes that not only name the action but also characterize it and express the emotional impression it produces. For example, to thunder (from thunder) – speak loudly and forcefully or angrily, especially to denounce or criticize; to wolf (from wolf) – eat fast and greedily. The article concludes that conversion which is accompanied by metaphorical transference illustrates the huge potential of English to create metaphors and underlines the unique character of metaphorical processes taking place within the language. Understanding these processes may help towards a mastering of the English language.