Фанидан ўҚув-услубий мажмуа

Activity 1 Answer the questions.

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  Why is scientific literatureimportant?
  
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  How do you read scientific paperseffectively?
  
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  How do you critically read a journalarticle?
  
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  Why studentsshoud read a scientificliterature?
  
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  What is the key skill ofresearches?
  

Activity 2.Read the scientific text and find key words.
Metaphor has been seen as the use of one expression to refer to a different concept in a way which is still regarded as meaningful, and metaphor has most prototypically been associated with poetic and literary usage. However, much work in cognitive science has demonstrated that metaphor is a basic pattern in the way the human mind works. Understanding the role of metaphorical patterning in cognitive processes has driven cognitive psychology and cognitive linguistics to radical new insights in the study of the mind. In previous chapters of this book, many of the processes which underlie patterns such as figure and ground, deictic projection, cognitive grammar, schema management and mental space mapping are fundamentally metaphorical.
Cognitive science is responsible for placing metaphor at the centre of language and thought in general. However, for cognitive poetics, these general insights can be returned to the literary sphere in order to understand more clearly how metaphor works in literature.
It is important, first of all, to make a fundamental distinction between linguistic expressions of metaphor and their underlying conceptual content.
There is an unfortunate terminology clash here. Traditionally, ‘That man is a shark’ would be seen as a metaphor whereas ‘That man is like a shark’ would
be seen as a simile: a distinction based only on surface realisation. However, the same conceptual metaphor underlies both forms: THE MAN IS A SHARK (conceptual metaphors are always written in small capitals like this). The distinction is useful because the conceptual metaphor THE MAN IS A SHARK can underlie several possible surface expressions of the metaphor: ‘that man is a shark’, ‘shark-man’, ‘he was in a feeding frenzy’, ‘he’s always got to keep moving forward’, ‘he’s sharking’, and soon.
In this chapter, I deal briefly with stylistic realisations of metaphoric mappings, then discuss conceptual metaphor, and offer an analysis of imagery
in surrealist writing.


Activity 3. Write a report on theme: “The role of reading scientific literature in modern society”