Linguistic and cultural features expressed in the metaphor in the english vietnamese bilingual grimm’s’ fairy tales

III ABSTRACT This thesis titled “linguistic and cultural features expressed in the metaphor in the English-Vietnamese bilingual “Grimm‟s‟ Fairy Tales” points out some outstanding factor

VIETNAM NATIONAL UNIVERSITY, HA NOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

- -

NGUYỄN THU HIỀN

LINGUISTIC AND CULTURAL FEATURES EXPRESSED

IN THE METAPHOR

IN THE ENGLISH-VIETNAMESE BILINGUAL

“GRIMM’S FAIRY TALES”

(Những đặc trưng về ngôn ngữ và văn hóa thể hiện qua phép ẩn dụ trong tác phẩm song ngữ Anh – Việt “Truyện cổ Grim”)

M.A MINOR THESIS PROGRAMME I

Field: English Linguistics Code: 8220201.01

HA NOI – 2020

VIETNAM NATIONAL UNIVERSITY, HA NOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

- -

NGUYỄN THU HIỀN

LINGUISTIC AND CULTURAL FEATURES EXPRESSED

IN THE METAPHOR

IN THE ENGLISH-VIETNAMESE BILINGUAL

“GRIMM’S FAIRY TALES”

(Những đặc trưng về ngôn ngữ và văn hóa thể hiện qua phép ẩn dụ trong tác phẩm song ngữ Anh – Việt “Truyện cổ Grim”)

M.A MINOR THESIS PROGRAMME I

Field: English Linguistics Code: 8220201.01

Supervisor: Asso.Prof Nguyen Van Do

HA NOI – 2020

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DECLARATION

I, Nguyen Thu Hien, hereby certify my authority of the study project report

entitled LINGUISTIC AND CULTURAL FEATURES EXPRESSED IN THE METAPHOR IN THE ENGLISH-VIETNAMESE BILINGUAL “GRIMM’S FAIRY TALES” submitted in partial fulfillment of the requirements for the degree

of Master in English Linguistics Except where the reference is indicated, no other person‟s work has been used without due acknowledgement in the text of the thesis

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ACKNOWLEDGEMENTS

For the fulfillment of the master thesis, firstly, I would love to express my deepest gratitude to my supervisor Asso.Prof Nguyen Van Do for his invaluable guidance, insightful comments and kind support

Besides, I also wish to send my sincere thanks to all my colleagues at the faculty of Foreign Languages at Ha Noi University of languages and international studies faculty of post-graduate studies for their suggestions that enable me to complete my study

Finally, I am also indebted to my family for their supports and care during the completion of my study

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ABSTRACT

This thesis titled “linguistic and cultural features expressed in the metaphor

in the English-Vietnamese bilingual “Grimm‟s‟ Fairy Tales” points out some outstanding factors of the conceptual metaphors which are used in literature and in culture The main theoretical background of the study includes the concepts of the conceptual metaphors express through the emotional conceptual metaphors in both English and Vietnamese culture and descriptive, as well as the features of culture

Firstly, varieties of metaphors terms are collected from authentic materials

and classified by two kinds of emotions: sad and happy Then, the research paper

focuses on comparing and contrasting the data, and showing the statistics of the collected terms Lastly, the conclusion clarifies the research questions and some suggestions for further study are given

I hope that the research may find out some interesting elements in emotional conceptual metaphor in fairy tales and in culture

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TABLE OF CONTENT

CHAPTER 1: INTRODUCTION 1

1.1 Rationale 1

1.2 Aims and objectives of the study 2

1.3 Research questions 2

1.4 Research hypothesis 2

1.5 Scope of the study 3

1.6 Structure of the thesis 3

CHAPTER 2: LITERATURE REVIEW 5

2.1 Framework of cognitive semantics 5

2.2 Definition of metaphor 6

2.3 Background of conceptual metaphor 8

2.3.1 Types of metaphors 8

2.3.2 Framework of conceptual metaphors 9

2.4 Emotional factors 10

2.4.1 Classifications of emotions 10

2.4.2 Universal of emotions in cultures 12

2.5 Characteristics of metaphors in the Grimm’s tales 12

2.6 Chapter summary 14

CHAPTER 3: METHODOLOGY 16

3.1 Research methods 16

3.2 Research process 17

3.4 Procedure of data analysis 18

3.5 Chapter summary 18

CHAPTER 4: ANALYSIS AND FINDINGS 19

4.1 Conceptual metaphors of happy in Vietnamese and English tales 19

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4.1.1 Conceptual metaphors of happy with the source domain CONTAINER 19

4.1.2 Conceptual metaphors of happy with the source domain DIRECTION 22

4.1.3 Conceptual metaphors of happy with the source domain FORCE 23

4.2 Conceptual metaphors of sad in Vietnamese and English tales 25

4.2.1 Conceptual metaphor of sad with the source domain CONTAINER 25

4.2.2 Conceptual metaphors of sad with the source domain DIRECTION 27

4.2.3 Conceptual metaphors of sad with the source domain FORCE 29 4.3 Evaluation of the emotions expressed in the emotional conceptual metaphors in both Vietnamese and English fairy tales 31

4.4 Chapter summary 33

CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS 34

5.1 Conclusions 34

5.2 Suggestions for further research 36

REFERENCES 37

APPENDIX 41

to common communication language (Dancygier and Sweetser, 2014, p 50) Based

on the characteristic of imposing effectiveness in a creative world, figurative language has been become popular in literature Being considered as one of the most kinds of an exclusive figurative phenomenon, metaphors are primarily a phenomenon of a thought rather than of language, which have been applied to all aspects of life (Kovecses, 2010a) As other figures of speech, it is often a challenge

to gain a firm grasp on the ability to understand metaphors because “metaphors can

usefully be seen as a kind of risk-taking in the interest of richer interpersonal communication” (Carter and McCarthy, 1997, p 140), it is always an attraction to

linguists and literary researchers

Therefore, the study will pursue three main purposes First, the study will aim

to make contribution in the views of the light onto the above questions by the theory

of emotional conceptual metaphors and the analysis of fairy tales Second, the study aims to analyse how to convey and build meaning over centuries Third, the study focuses on analysing the influence of these factors on the cultural aspect in bilingual stories Franz (1996) expressed that:

“Of the various types of mythological literature, fairy tales are the simplest

and purest expression of the collective unconscious and thus offer the clearest basic understanding of the human psyche.”

Although fairy tales have been studied from many theoretical angles, such as symbolism, feminist or structuralism However, the roles of conceptual metaphors, which are included in the fairy tales, and its affection on both language and culture are still an interesting field for the researcher It is accepted that they have a huge semiotic potency and an ever-varying polysemous nature Furthermore, with the

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notion of metaphors, the central to any defining characteristics of the fairy tales can also be seen to be reflected in the structured of the tales Nevertheless, the motifs of fairy tales are consisted to the plot outline of the tales‟ types, although individual versions of fairy tales may vary

Fairy tales share amazingly similar plot outlines and motifs even across distant cultures On the one hand, this may be accounted for by their characterization as

“the purest expression of the collective unconscious” (Franz, 1996, p 1) according

to Jung‟s theory, where there is “much less cultural overlay” than in myths or legends (Franz, 2017, p 1) On the other, from a linguistic point of view, since fairy tales are abundant in symbols (conceptual metaphors), similarities may be explained by the manifestation of a specific kind of metaphor which is thought to be grounded in universal primary experience, namely, primary metaphor Primary conceptual metaphors in fairy tales may reveal common ground between cultures and their analysis is important for the enhancement of intercultural competence

1.2 Aims and objectives of the study

The study aims to find out the roles of emotional conceptual metaphors, expressed in English – Vietnamese bilingual “Grimm‟s Fairy tales” For the achievement of aims of the study, there are objectives, including (i) identify classification characteristics of the system of metaphorical conceptual metaphors from the aspect of cognitive semantics; (ii) identify human emotion expression mechanisms expressed in Vietnamese and English tales; and (iii) find the common features and characteristics of language, cultural that are expressing emotions in English and Vietnamese in bilingual tales

1.3 Research questions

Based on the aims and objectives, the research question is as following:

How are the emotional conceptual metaphors expressed in the Grimm’s tales

in both Vietnamese and English versions ?

1.4 Research hypothesis

To achieve the aims and objectives, the study evaluates emotional conceptual

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metaphors influence on both language and culture Obviously, conceptual metaphors can be an effective tool, conveyed knowledge throughout human generations It is not only a pervasive device used in fairy tales at a local level, but a full structuring of the plot outline that underlies the essence of the fairy tale As a result, the readers will not only make sense out of the basic events of the stories, but also deeply understand the morality, punishments, love, humanity, cultural, the magic, contained in it Lakoff (1999, p 194) expressed as following:

“Conceptual metaphor is pervasive in both thought and language It is hard to think of a common subjective experience that it is not convened conceptualized

of metaphors… Conceptual metaphors are built out of primary metaphors plus forms of commonplace knowledge: cultural models, folk theories, or simply knowledge of beliefs that are widely accepted in a culture.”

1.5 Scope of the study

Due to limitation of time, the study only focuses on the emotions of the Grimm‟s brother fairy tales (1857); and the Vietnamese version that translated by the famous translator Hữu Ngọc The study is conducted in fairy tales of the Grimm‟s brothers, the latest publication in 1857; and Vietnamese version, which is

translated by the famous translator Hữu Ngọc Kinder- und Hausmärchen, collected

by Jacob and Wilhelm Grimm, was first published in 1812, with a second volume following in 1814 (pre-dated 1815) A revised edition appeared in 1819 The last German edition to appear during the Grimm brothers' lifetime was the seventh (1857) Although the most accurate translation of the Grimms' title would

be Children's and Household Tales, most English readers know these stories

as Grimms' Fairy Tales, or all-too often, ungrammatically as Grimm's Fairy Tales -

Kinder- und Hausmärchen (Children and Household Tales) is listed by UNESCO in

its Memory of the World Registry

1.6 Structure of the thesis

In addition to Abstract, Table of Content, Bibliography and Appendix, the thesis are including five chapters as following:

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Chapter 1: Introduction: This chapter provides an overview of the study

including the reason for choosing the topic, scope, aims, and structure of the research

Chapter 2: Literature Review: This chapter provides an overview of literature

theories, related to the research topic

Chapter 3: Methodology: This chapter presents analyses and discusses the

essential methodology in this research

Chapter 4: Analysis and Finding: This chapter shows analysis of collected

data and the finding of the research

Chapter 5: Conclusion and Recommendation: The chapter make a summary

of research result and suggestion for future research

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CHAPTER 2: LITERATURE REVIEW

2.1 Framework of cognitive semantics

Cognitive linguistics contributes four important models for inclusive word research, including (i) typical model of classification structure; (ii) theory about conceptual metaphor and conceptual metonymy; (ii) model of idealized cognitive; and (iv) frame theory (Kristiansen et al., 2008, pp 21–30) However, within the scope of this study, the second theory (ii) is the only research subject

Cognitive semantics are quite similar to cognitive linguistics, which are not a single theory framework According to Evans and Green (2018, p 130), there are four main principles of cognitive semantics, including conceptual structures are embodied or called the embodied cognition thesis; semantic structures are conceptual structures; meaning representation is encyclopaedia; and meaning construction is conceptualization The concept of cognitive semantics for metaphors

is a complex theory Thus, metaphors are made up of a series of parts or components that interact with each other (Kövecses, 2003, pp 3–10) According to Kövecses (2003, pp 3–20), there are ten components, which are experiential basis, source domain, target domain, relationship between target domain, source domain, metaphorical linguistic expression, mapping, entailment, blend, non-linguistic realization, and cultural models The conceptual metaphor has the structure of two

spaces, which are source domain and target domain Source domain is more specific

while target domain is more abstract Moreover, source domain provides knowledge

to understand target domain The choice of specific source domains goes with target

domains is driven by the experience basis The relationship between target domain

and source domain maybe a source domain which can be applied for some target

domains and a target domain can go with some source domains

The specific pairs of target domain and source domain are expressed through

the metaphorical linguistic expression by mapping Mapping is the process of

assigning an image of the source domain to the target domain The source domain usually maps the data into the target domain based on the basic correspondences

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The extra mappings are called entailment or the deduction The entailment is understood by the receiving a knowledge by the well-known knowledge The sets of source and target domains often produce a blend, that means creates a new creating conceptual materials that are considered new to both the source and target domains The conceptual metaphor is often realized in a nonverbal way, that is, not only in language or in thought but also in social reality The conceptual metaphors converge on and often create cultural models that are expressed in various forms depending on the characteristics of the national cultural language and practical experience of human That means the conceptual units are structured as a whole

2.2 Definition of metaphor

There are no universally definitions for culture However, most of researchers agreed culture as an organic system of human and material values created and accumulated through practical activities, in the interaction between people and the natural and social environment (Eliot, 2010, p 26) Along with the development of culture, language played an important roles in the cultural formation process Barnbrook (2002, pp 1–10) expressed language as a mean of communication between the elements of society, reflecting many aspects of a certain culture The structure of language is made up of two important factors, including the inner factor, consisting the intellect of the individual speaker, and the external factor, meaning a common culture for many people speaking the same language

Metaphors, according to Kövecses (2003, pp 40 - 50), is one of the most important and widespread figures of speech Thus, from the different point of view

of the researchers, metaphors have been described in different ways Historically, the word “metaphor” is originated from the Greek word “metapherin” which means

“to carry something across” or “to transfer” (Gross and Walzer, 2008, pp 200–203) Thus, Aristotle was credited as the pioneer that built a theory of metaphor According to Lucas (1968, p 204, cited in Leezenberg, 2001, p 33), metaphor is described as a “transfer of a name belonging elsewhere” However, the definition of Aristotle was merely at the level of words and later authors made more extensive

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studies about the nature of metaphor than he did Lakoff and Johnson (2008, pp 7–24) defined metaphor as a process by which perceive as “one thing in terms of another, and its primary function understands” Metaphors has been considered as the interaction between two words only Kövecses (2003) argued that “in cognitive linguistic view, metaphor is defined as understanding one conceptual domain in terms of another conceptual domain” Accordingly, in conceptual metaphor, Conceptual domain A is conceptual domain B The two conceptual domains have a unique name, including target domain (T.D) and the source domain (S.D) While the conceptual domain that we try to understand is T.D, the one that we use for this

purpose is S.D For example, in the sentence “Love is a journey”, love is a T.D and

Understanding one domain in terms of another involves a set of fixed correspondences (technically called mappings) between a source and a target domain This set of mappings obtains between basic constituent elements of the source domain and basic constituent elements of the target Understanding a

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conceptual metaphor is to know the set of mappings that applies to a given target pairing The mapping provides much of the meaning of the metaphorical linguistic expressions (or linguistic metaphors) that make a particular conceptual

source-metaphor manifest Turning back to the example, Love is journey, we can have a set

The distance covered

The obstacles encountered

For example: We have hit a dead end

Their marriage is on the rock

We cannot turn back now

Obviously, these definitions meet one another at a point that they all regard metaphor as the description or conception of this object in terms of another due to some of their similar qualities Besides, metaphor is not only a common device used

in language but also an important process concerning human‟s cognition about the world

2.3 Background of conceptual metaphor

For example, in the “Time is motion” conceptual metaphor, the mapping is as

following: (i) Times are things; (ii) The passing of time is motion; (iii) Future times

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are in front of the observer; (iv) Past times are behind the observer; (v) One thing is moving the other is stationary; and (vi) The stationary thing is the deictic centre Ontological metaphor provides an extremely fundamental but crucial understanding for target concepts (Kovecses, 2010b, pp 231–240) Therefore, ontological metaphor can see more sharply delineated structure where there is very little or none Personification is a form of ontological metaphors (Lakoff and

Johnson, 2008) For example, Life has cheated me; and The company went dead on

me

Orientational metaphor provide less conceptual structure for target concepts than ontological one (Kovecses, 2010b, pp 231–240) Thus, orientational metaphor primarily play a role as an evaluative function Due to its characteristics, this metaphor makes large groups of metaphors coherent with each other For example,

More is up, less is down: speak up, please! – Keep your voice down please

2.3.2 Framework of conceptual metaphors

Geeraerts (2010, pp 182–213) identifies that conceptual metaphor theory is

based on three essential propositions First, metaphor is a cognitive phenomenon Second, the metaphor must be analysed as a mapping between two domains Third, semantics is based on epistemological experience

The first clause of conceptual metaphors, which is the cognitive nature of metaphors, leads to the fact that metaphor is not a mere lexical phenomenon, outside of the linguistic level; rather than that, it is a profoundly conceptual constructivist phenomenon There are three main points should be noticed Firstly, conceptual metaphor appears in the model which are out of every single vocabulary

unit; the metaphor imagines can be used creative, for example, “to walk on the

cloud nine” means “very happy” could be understood like the light strange way:

“you may be walk on the cloud nine now, but don‟t forget there‟s a world with other people underneath” Obviously, the imagine in the patterns “to walk on the cloud

nine” in the example is the reality Finally, model of metaphor happens outside of

the language The second clause of conceptual metaphors theory is analysis of

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mappings inherent to metaphorical models Metaphors conceptualize the target domain based on source domain and such a map has the form of a link between source and target domain aspects The third clause of conceptual metaphor theory argues that metaphors are based on epistemological experience It means language

is fixed by the knowledge of human

2.3.3 Emotional conceptual metaphors

Along with the development of linguistic sector, plenty of researchers has been attracted by the aspects of conceptualizing metaphor in the field of cognitive linguistics Barcelona (2003), Carter and McCarthy (1997), Dancygier and Sweetser (2014), Evans and Green (2018), Kovecses (2010b), Kristiansen et al (2008), Lakoff (1999), Maalej and Yu (2011) share a common result about the relationship between emotional concepts and metaphors Specifically, the emotional concepts that people use in different cultures around the world are structured and understood

in terms of metaphor Moreover, these researchers conclusively demonstrate that the emotional language used in different cultures is largely metaphorical

The mapping relationship between the source and target domains can be used

to distinguish different types of metaphorical models Lakoff and Johnson (2008) introduced three types of emotional conceptual metaphors according to their

cognitive function, including directional metaphors, structural metaphors and

ontological metaphors Besides, Barcelona (2003, p 57) also mentioned another

type of conceptual metaphor, consisting two types of emotional metaphor which are

perception and structure metaphor These metaphors are created from sensory

experience (Barcelona, 2003, p 58) Kovecses (2010b, p 253) distinguishes three

types of emotional metaphors, including physiological metaphors, cognitive

metaphors and cultural metaphors

2.4 Emotional factors

2.4.1 Classifications of emotions

Based on the research of Gross (2012, pp 220–235), understanding emotions plays an important role in life Thus, a life without emotions would become dull and

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empty (Sinclair, 1926, p 37) Emotions are usually expressed in special situations, and often appear with the body language like the glance, smile or even a frown, to convey feeling to others (Empath, 2019, p 48) While there is much argument about what constitutes the basic and secondary emotions, most cross-cultural researchers agree that there are four basic universal emotions including happy, afraid, angry and sad Linguists also set criteria for classifying emotions From a linguistic perspective in relation to emotions, linguists also set criteria for classifying emotions Kövecses (2003) introduced emotional ideas that have attracted the

attention of various scholars in this field including anger, fear, joy, sadness, love,

desire, pride, shame and surprise Plutchik (1991) used the circle approach

According to the research of Plutchik, there are eight basic emotions, including

happy, scared, truth, surprised, angry, bored, sad and defend Eight mentioned

emotions set on a circle, creating four opposite pairs – arranged symmetrically with each other, as following:

Figure 1 The circle of eight kind of basic emotion of Robert Plutchik

According to Co (2011), Vietnamese has a unique way of classifying emotions that reflects the type of category of the emotional world of Vietnamese people by

two words, niềm and nỗi indeed Normally, niềm expresses the positive emotions while nỗi shows the negative ones, for example nỗi ám ảnh (obsession), nỗi buồn

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(sadness), nỗi sầu (sorrow), niềm vui (joy), niềm tự hào (pride) or niềm đam mê

(passion)

2.4.2 Universal of emotions in cultures

Wierzbicka (1999, p 15) conducted a survey of emotional contexts from the study of linguistics and ethnography of different languages and cultures Some universals have basic theories, however, most of research are only hypothetical ones According to Wierzbicka (1999, p 35), the universal of emotions are as following:

(1) Every language has the same words to express the conceptual of feeling

(5) In every language, there are interjectional emotions

(6) In every language, there are some emotional terms, words point out the

emotions indeed

(7) An individual can describe emotions based on perception through the

"symptoms" of observing the body, that is, through a number of manifestations of the body that are considered characteristic of emotions (8) Emotions can be described by the senses of body

(9) Emotions which are based on conceptual can be described through estimated images

2.5 Characteristics of metaphors in the Grimm’s tales

“The Grimm‟s fairy tales” (“Kinder- und Hausmärchen”) collected by Jacob

and Wilhelm Grimm, was first published in 1812, with a second volume following

in 1814 (pre-dated 1815) A revised edition appeared in 1819 The last German

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edition to appear during the Grimm brothers' lifetime was the seventh (1857) The brothers were not only the writers but also the great German literary researchers of the XIX century They both belonged to the German romantic style (Heidelberg), however, they did not try to reach the limited of the Heidelberg but learnt a lot from its strength They also devoted their lives into collecting the tales They first depended on their memories, they found the elderly farmers and the craftsmen, who had the huge knowledge about the tales, after that, they diligently searched all possible sources The most challenging task was how to keep the original form, letters and language, and the truthful and closeness to hearts of folk tales They tried

to keep the soul folklore in each tale because they thought the traditional literature had their own artistic beauty and the collectors might keep its specific characteristics

The name “Kinder- und Hausmärchen” means the household and children‟s tales showed that the tales were not only for children but also for all people The fairy tales or fantasy originates mainly from the dreams and aspirations of ordinary people The stories also show moral concepts in life Animal stories, symbolic stories often have social criticism, implying education Besides, some tales have no educational goal, only to make humorous

Moreover, in Viet Nam, the famous translator Huu Ngoc spent lots of his time studying, then collecting, translating and publishing the excellent stories of the Grimm Brothers He tried his best to keep the meaning of the tales while using his enormous knowledge about traditional culture In the translation process, he always tried to use simple, normal words, just like the spirit of the Grimm brothers when compiling ancient capital Huu Ngoc is a famous Vietnamese scholar who has authored numerous articles and publications on Vietnamese culture and how it intertwines with the world‟s multi-cultural fabric Born in 1918 in Hanoi, this Asian intellectual doesn‟t just limit himself to analysing the cultural identity of his own country He also casts his eyes over French, American, Laotian, Japanese cultures,

to name but a few At the age of 95 this writer continues to strive for his passion:

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spreading and extending the influence of cultural diversity as well as upholding the values of cultural integration and universal reciprocation The 89-year-old man is a renowned expert on Vietnamese culture and has recently published a 1124-page book on the subject Author of dozens of books on Vietnamese culture in both English and Vietnamese, as well as thousands of articles, cultural historian Huu Ngoc is still very busy even though he is more than 90 years old He is the first translator who translated The Grimm‟s Fairy tales from German into Vietnamese In addition to translating Grimm's Fairy Tales and scores of other books into Vietnamese, he managed the Vietnam – Sweden Culture Fund for 16 years and the Norway Culture Fund for five years He views all those achievements as simply wanderings through Vietnamese culture and he allowed us to join him on such a tour Huu Ngoc still proves himself as the leading translator in term of culture with

a great number of works involving introducing Vietnamese culture to the world, which will bring about the indispensable task of translating Vietnamese authentic words of culture into English His greatest of all work, “Wandering through Vietnamese culture”, is assessed by an American writer, Lady Borton as “one comprehensive resource on Vietnamese culture in English” (Wandering through

of translation how flexibly free translation or paraphrasing could be used to crack the hard cultural nuts

2.6 Chapter summary

This chapter mainly deals with the four main principles of cognitive semantics

as the basis for conceptual metaphor theory, including (1) The conceptual structure

is embodied; (2) semantic structure is conceptual structure; (3) meaning representation has encyclopedic; (4) meaning construction is conceptualization Besides, the theory of conceptual metaphor has also been evaluated The theory of conceptual metaphor is the theory frame that is developed earliest of cognitive semantic to promote researching the relationship between languages, thinking and embodied experience Moreover, Chapter 2 also has overview of theory and kinds

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of the conceptual metaphors All concepts of conceptual metaphors have listed and have focused on the roles of metaphors in the idioms through the fairy tales Additionally, the study focuses on the general ideas about emotion study, and identifies the method of the study is studying emotions by the perspective of cognitive linguistic The classification of these terms will be of great importance as

we move on the next chapter

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CHAPTER 3: METHODOLOGY

3.1 Research methods

Based on the aims and the objectives of this research, there are two metaphors,

which has been used as research subject, are including sad and happy Those two

metaphors are expressed by the idioms in the fairy tales and analysed quantitatively and qualitatively

The research methods of this research are including description method, sematic analysis method, quantitative research method and comparative research

method Description method is the system of research tactics that are applied to

point out the embody the characteristics of linguistic phenomena during certain stages of their development (Scheithauer, 2011) This method was used to describe the main object of the study, which is emotional idioms by the established criterial

objects Semantic analysis method is used to analysing and generalizing the

meanings and cultural values of emotional idioms that are subject to research (Landauer et al., 2013) Quantitative research method will be used as a supporting method for description method and semantic analysis The advantage of quantitative method is clear results (Balnaves and Caputi, 2001) However, this option is one of those cases where the source of the problem cannot be solved Thus, the qualitative method is additional to fix the gap of the quantitative Comparative method is the main method of the thesis This method is used to find out the similarities and the differences in Vietnamese and English in using emotional conceptual metaphor Then, it can identify the general characteristics and cultural characteristics expressed through idioms expressing emotions The way of this method is to determine the basis of collation according to the function-semantics approach, which means to identify the universal conceptual semantics, the characteristic of them inside the specific language and the characteristics of the means of expressions in different languages

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3.2 Research process

The conceptual metaphors were collected and analysed in terms of their forms Thus, each analysis includes a description of the context and the text for interpreting the metaphor Accordingly, the metaphors were examined to disclose how modes interact to represent the source and domain, followed by intended message Besides, English versions were compared and contrasted to clarify the similarities and differences of using structures or making meanings with their Vietnamese versions The next step is collecting typical features and their mappings from the Grimm‟s Fairy tales The data is collected through the procedure of critical analysis, based on the research of Kovecses (2010b) Kovecses (2010b) focused on metaphors analysis stress in conceptual metaphors, the linguistic, context, cognitive The results should be combine for an effective account for metaphor in any linguistic expressions

During the research process, the study will aim to classify cultural features from English versions with Vietnamese ones Based on the classification, the study will define how conceptual metaphors effect on both the languages and cultures Essential research methods, such as qualitative and quantitative research methods, will be applied to carry out the thesis Furthermore, comparative analysis and description research method will be used for the supporting purposes Additionally, quantitative description is also used to help to count the data Due to the aim of the study to compare and contracts the data from the tales, primary data will become the main source for this study

3.3 Data collection

Based on the research methods and research process of this study, the data collection process includes four steps First, collecting kinds of metaphors from both English and Vietnamese versions Second, classifying collected English and Vietnamese metaphors Third, according to term groups in chapter 2, collected English and Vietnamese emotional conceptual metaphors in step 1 are chosen into two emotions, which are happy and sad Fourth, finding the common meaning in

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cultural in both English and Vietnamese versions Based on the framework of metaphors mentioned in chapter 2, the values of metaphors in both English and Vietnamese versions will be evaluated Based on the evaluation of values of metaphors, the answers of research questions will be found

3.4 Procedure of data analysis

The analysis was carried out within the framework of the conceptual metaphors theory of Kövecses (2003) First, in the classification stage, the study aims to collect and arrange English and Vietnamese terms into 3 groups, which are the structural metaphors, the ontological metaphors, and the orientational metaphors Second, in the analysis stage, collected data are analysed in term of the number of strategies used to translate the subjects The data processing proved to be extremely essential because it served as a framework for suggesting ways to translate English idioms into Vietnamese Third, in the implication stage, the study aims to make the conclusions and suggestions for teaching metaphors

3.5 Chapter summary

Chapter 3 outlines the process of implementing this research Besides, the research methods have been clarified Specifically, research will be conducted within the framework of the conceptual metaphors theory of Kövecses (2003) Besides, the data used is mainly primary data, collected from Grimm‟s fairy tales (both English and Vietnamese versions) In addition, the analytical methods that will be applied include descriptive research method, comparative analysis method and quantitative method (mainly used to describe the collected data)