@article{58109,
  abstract     = {{The present study aims to understand how metaphors are used in explanations. According to many current theories, metaphors have a conceptual function for the understanding of abstract objects. From this theoretical assumption, we derived the hypothesis that the lower the expertise of the addressee of an explanation, the more metaphors should be used. We tested this hypothesis on a relatively natural data set of 24 published videos with close to 100,000 words overall in which experts explain abstract, mostly scientific concepts to persons of different expertise, varying from minimal (children) to profound (expert). Contrary to our expectations, the frequency of metaphors did not decrease with expertise, but actually increased. This increase could be statistically substantiated with higher differences in expertise. The study contributes to a better understanding of the use of metaphors in actual explanatory processes and how metaphor use depends on contextual factors. It thus supports the expansion of the conceptual and linguistic perspective on metaphors to include the aspect of how metaphors are used by speakers.}},
  author       = {{Scharlau, Ingrid and Körber, Miriam and Sengupta, Meghdut and Wachsmuth, Henning}},
  journal      = {{Frontiers in Language Sciences}},
  keywords     = {{metaphor, conceptual metaphor, conceptual metaphor theory, metaphor usage, explaining, explanation}},
  pages        = {{1474924}},
  title        = {{{When to use a metaphor: Metaphors in dialogical explanations with addressees of different expertise}}},
  volume       = {{3}},
  year         = {{2024}},
}

@article{28687,
  abstract     = {{Although there is considerable research on and knowledge about students’ conceptual-izations of learning or academic practices and skills, the variability of these conceptu-alizations has been consistently neglected.In the present study, we address this varia-bility in the field of academic readingwith the help of a novel approach. Drawing on qualitative metaphor analysis, we report a detailed system of students’ conceptual met-aphors of reading. Ourspecific methodologicalapproach to identify the structure of these conceptual metaphorsallowsto analyze subjective agency on a lexical as well as grammatical level.The conceptual metaphors we identified by this method are markedly variable, although they create an overall impression of medium to low agency, that is a reader who is only weakly active or potent. Interrater reliability of the coding system was very good. We also report and analyze the frequency of the conceptual metaphors ina sample of 143 texts written by bachelor students.}},
  author       = {{Scharlau, Ingrid and Körber, Miriam and Karsten, Andrea}},
  issn         = {{2295-3159}},
  journal      = {{Frontline Learning Research}},
  keywords     = {{metaphor, conceptual metaphor, metaphor analysis, academic reading, transitivity}},
  number       = {{4}},
  pages        = {{25 -- 57}},
  title        = {{{Plunging into a world? A novel approach to undergraduates’ metaphors of reading}}},
  doi          = {{10.14786/flr.v7i4.559}},
  volume       = {{9}},
  year         = {{2019}},
}