[{"project":[{"_id":"127","name":"TRR 318 - C4: TRR 318 - Subproject C4 - Metaphern als Werkzeug des Erklärens"}],"quality_controlled":"1","citation":{"apa":"Scharlau, I., Körber, M., Sengupta, M., &#38; Wachsmuth, H. (2024). When to use a metaphor: Metaphors in dialogical explanations with addressees of different expertise. <i>Frontiers in Language Sciences</i>, <i>3</i>, 1474924.","ieee":"I. Scharlau, M. Körber, M. Sengupta, and H. Wachsmuth, “When to use a metaphor: Metaphors in dialogical explanations with addressees of different expertise,” <i>Frontiers in Language Sciences</i>, vol. 3, p. 1474924, 2024.","chicago":"Scharlau, Ingrid, Miriam Körber, Meghdut Sengupta, and Henning Wachsmuth. “When to Use a Metaphor: Metaphors in Dialogical Explanations with Addressees of Different Expertise.” <i>Frontiers in Language Sciences</i> 3 (2024): 1474924.","short":"I. Scharlau, M. Körber, M. Sengupta, H. Wachsmuth, Frontiers in Language Sciences 3 (2024) 1474924.","mla":"Scharlau, Ingrid, et al. “When to Use a Metaphor: Metaphors in Dialogical Explanations with Addressees of Different Expertise.” <i>Frontiers in Language Sciences</i>, vol. 3, 2024, p. 1474924.","ama":"Scharlau I, Körber M, Sengupta M, Wachsmuth H. When to use a metaphor: Metaphors in dialogical explanations with addressees of different expertise. <i>Frontiers in Language Sciences</i>. 2024;3:1474924.","bibtex":"@article{Scharlau_Körber_Sengupta_Wachsmuth_2024, title={When to use a metaphor: Metaphors in dialogical explanations with addressees of different expertise}, volume={3}, journal={Frontiers in Language Sciences}, author={Scharlau, Ingrid and Körber, Miriam and Sengupta, Meghdut and Wachsmuth, Henning}, year={2024}, pages={1474924} }"},"oa":"1","status":"public","volume":3,"user_id":"451","_id":"58109","funded_apc":"1","page":"1474924","abstract":[{"text":"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.","lang":"eng"}],"publication":"Frontiers in Language Sciences","department":[{"_id":"660"}],"type":"journal_article","keyword":["metaphor","conceptual metaphor","conceptual metaphor theory","metaphor usage","explaining","explanation"],"date_created":"2025-01-08T11:59:24Z","intvolume":"         3","article_type":"original","date_updated":"2025-01-08T11:59:34Z","author":[{"last_name":"Scharlau","orcid":"0000-0003-2364-9489","first_name":"Ingrid","full_name":"Scharlau, Ingrid","id":"451"},{"first_name":"Miriam","last_name":"Körber","full_name":"Körber, Miriam"},{"first_name":"Meghdut","last_name":"Sengupta","full_name":"Sengupta, Meghdut"},{"full_name":"Wachsmuth, Henning","last_name":"Wachsmuth","first_name":"Henning"}],"year":"2024","title":"When to use a metaphor: Metaphors in dialogical explanations with addressees of different expertise","language":[{"iso":"eng"}],"main_file_link":[{"open_access":"1","url":"https://www.frontiersin.org/journals/language-sciences/articles/10.3389/flang.2024.1474924/full"}]},{"oa":"1","citation":{"chicago":"Scharlau, Ingrid, Andrea Karsten, and Katharina Rohlfing. “Building, Emptying out, or Dreaming? Action Structures and Space in Undergraduates’ Metaphors of Academic Writing.” <i>Journal of Writing Research</i> 12, no. 3 (2021): 493–529. <a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">https://doi.org/10.17239/jowr-2021.12.03.01</a>.","short":"I. Scharlau, A. Karsten, K. Rohlfing, Journal of Writing Research 12 (2021) 493–529.","ama":"Scharlau I, Karsten A, Rohlfing K. Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing. <i>Journal of Writing Research</i>. 2021;12(3):493-529. doi:<a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">10.17239/jowr-2021.12.03.01</a>","bibtex":"@article{Scharlau_Karsten_Rohlfing_2021, title={Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing}, volume={12}, DOI={<a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">10.17239/jowr-2021.12.03.01</a>}, number={3}, journal={Journal of Writing Research}, author={Scharlau, Ingrid and Karsten, Andrea and Rohlfing, Katharina}, year={2021}, pages={493–529} }","mla":"Scharlau, Ingrid, et al. “Building, Emptying out, or Dreaming? Action Structures and Space in Undergraduates’ Metaphors of Academic Writing.” <i>Journal of Writing Research</i>, vol. 12, no. 3, 2021, pp. 493–529, doi:<a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">10.17239/jowr-2021.12.03.01</a>.","apa":"Scharlau, I., Karsten, A., &#38; Rohlfing, K. (2021). Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing. <i>Journal of Writing Research</i>, <i>12</i>(3), 493–529. <a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">https://doi.org/10.17239/jowr-2021.12.03.01</a>","ieee":"I. Scharlau, A. Karsten, and K. Rohlfing, “Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing,” <i>Journal of Writing Research</i>, vol. 12, no. 3, pp. 493–529, 2021, doi: <a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">10.17239/jowr-2021.12.03.01</a>."},"volume":12,"user_id":"53917","_id":"28696","page":"493-529","status":"public","department":[{"_id":"424"},{"_id":"749"}],"type":"journal_article","keyword":["metaphor analysis","academic writing","transitivity","spatial primitives"],"date_created":"2021-12-13T10:30:14Z","abstract":[{"text":"The aim of the present study is to bring new momentum into research on students’\r\nunderstanding of academic writing. Drawing on the idea that metaphors give insight into\r\nimplicit conceptions of abstract entities and processes, we developed a detailed and\r\ndifferentiated set of conceptual metaphors that can be used to study student ideas about\r\nwriting in research, teaching, and interventions. A large sample of undergraduates produced\r\ntheir everyday understanding of writing in short texts beginning with a self-generated\r\nmetaphor. Based on theories from cognitive linguistics, the conceptual metaphors in their\r\ntexts were analyzed in terms of their action quality (transitivity) and spatiality (spatial\r\nprimitives). The undergraduates’ conceptualizations were very heterogeneous. Most\r\nmetaphors depart strongly from scientific approaches to academic writing within cognitive\r\npsychology and sociocultural theory. Roughly half of the metaphors could be collated to one\r\nof four metaphor systems. Depending on the desired degree of abstraction or concreteness,\r\nconceptual metaphors or metaphor systems can be employed in further studies to illuminate\r\nthinking about writing.","lang":"eng"}],"publication":"Journal of Writing Research","issue":"3","doi":"10.17239/jowr-2021.12.03.01","language":[{"iso":"eng"}],"main_file_link":[{"open_access":"1"}],"intvolume":"        12","date_updated":"2023-12-21T08:38:01Z","publication_status":"published","author":[{"full_name":"Scharlau, Ingrid","orcid":"0000-0003-2364-9489","first_name":"Ingrid","last_name":"Scharlau","id":"451"},{"full_name":"Karsten, Andrea","last_name":"Karsten","first_name":"Andrea","orcid":"0000-0003-0194-2000","id":"53917"},{"last_name":"Rohlfing","first_name":"Katharina","full_name":"Rohlfing, Katharina","id":"50352"}],"publication_identifier":{"issn":["2030-1006","2294-3307"]},"title":"Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing","year":"2021"},{"publication":"Frontline Learning Research","issue":"4","abstract":[{"lang":"eng","text":"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."}],"date_created":"2021-12-13T09:50:25Z","keyword":["metaphor","conceptual metaphor","metaphor analysis","academic reading","transitivity"],"type":"journal_article","department":[{"_id":"424"}],"title":"Plunging into a world? A novel approach to undergraduates’ metaphors of reading","year":"2019","publication_identifier":{"issn":["2295-3159"]},"author":[{"first_name":"Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","full_name":"Scharlau, Ingrid","id":"451"},{"last_name":"Körber","first_name":"Miriam","full_name":"Körber, Miriam"},{"id":"53917","last_name":"Karsten","first_name":"Andrea","full_name":"Karsten, Andrea"}],"date_updated":"2022-06-07T00:06:15Z","publication_status":"published","intvolume":"         9","main_file_link":[{"open_access":"1","url":"https://journals.sfu.ca/flr/index.php/journal/article/view/559/597"}],"language":[{"iso":"eng"}],"doi":"10.14786/flr.v7i4.559","citation":{"chicago":"Scharlau, Ingrid, Miriam Körber, and Andrea Karsten. “Plunging into a World? A Novel Approach to Undergraduates’ Metaphors of Reading.” <i>Frontline Learning Research</i> 9, no. 4 (2019): 25–57. <a href=\"https://doi.org/10.14786/flr.v7i4.559\">https://doi.org/10.14786/flr.v7i4.559</a>.","short":"I. Scharlau, M. Körber, A. Karsten, Frontline Learning Research 9 (2019) 25–57.","apa":"Scharlau, I., Körber, M., &#38; Karsten, A. (2019). Plunging into a world? A novel approach to undergraduates’ metaphors of reading. <i>Frontline Learning Research</i>, <i>9</i>(4), 25–57. <a href=\"https://doi.org/10.14786/flr.v7i4.559\">https://doi.org/10.14786/flr.v7i4.559</a>","ieee":"I. Scharlau, M. Körber, and A. Karsten, “Plunging into a world? A novel approach to undergraduates’ metaphors of reading,” <i>Frontline Learning Research</i>, vol. 9, no. 4, pp. 25–57, 2019, doi: <a href=\"https://doi.org/10.14786/flr.v7i4.559\">10.14786/flr.v7i4.559</a>.","ama":"Scharlau I, Körber M, Karsten A. Plunging into a world? A novel approach to undergraduates’ metaphors of reading. <i>Frontline Learning Research</i>. 2019;9(4):25-57. doi:<a href=\"https://doi.org/10.14786/flr.v7i4.559\">10.14786/flr.v7i4.559</a>","bibtex":"@article{Scharlau_Körber_Karsten_2019, title={Plunging into a world? A novel approach to undergraduates’ metaphors of reading}, volume={9}, DOI={<a href=\"https://doi.org/10.14786/flr.v7i4.559\">10.14786/flr.v7i4.559</a>}, number={4}, journal={Frontline Learning Research}, author={Scharlau, Ingrid and Körber, Miriam and Karsten, Andrea}, year={2019}, pages={25–57} }","mla":"Scharlau, Ingrid, et al. “Plunging into a World? A Novel Approach to Undergraduates’ Metaphors of Reading.” <i>Frontline Learning Research</i>, vol. 9, no. 4, 2019, pp. 25–57, doi:<a href=\"https://doi.org/10.14786/flr.v7i4.559\">10.14786/flr.v7i4.559</a>."},"oa":"1","status":"public","page":"25 - 57","_id":"28687","user_id":"42165","volume":9}]