Figurative language

D.Phil dissertation 

Parts of Part 1. of this dissertation are developed in:
* "Contours and Barriers: What is it to Draw the Limits of Moral Language?"

Parts Part 2. of this dissertation are developed in two papers:
* "A Splitting 'Mind-Ache': An Anscombean Challenge to Kantian Self-Legislation" * "Self-Legislation and Other Figurative Dramas" .

General description:
Part 1. explains essential features of Cora Diamond’s philosophical methods, and explains what it takes to draw the limits of moral language--the language trough which moral reality is reflected. Based on that account I then argue that imaginative and figurative thinking--thinking grounded in metaphors and images--has an essential role in moral and religious understanding. Figurative language is not just a helpful guide to the understanding of some moral phenomena, but is  constitutive of them. In Part 2. I show this in the case of the Kantian idea of self-legislation and in Part 3. in the case of Anselm’s idea of God as reflected in his Ontological Proof.

This paper describes how irony is used to negatively evaluate student behaviour in sequences where students disrupt or resist the official business of the lesson and thus challenge the teacher's authority. Irony-implicative utterances, i.e. utterances hearable as ironic in their context, are examined from two complementary perspectives: (i) the intricate interactional work utterances involve; how utterances are hearable as ironic and how participants negotiate their implications within the sequences of action in which the utterances are occasioned and used, and (ii) the use of irony in the local management of moral orders in the classroom. Findings show that irony-implicative utterances are used to deal with designedly cheeky utterances by students and invoke the boundaries of acceptable conduct especially at transitional phases during lessons. Irony can also be embedded in instructional questioning sequences, where it serves to convey disapproval or criticism for inappropriate student action. Finally, irony or sarcasm is used in conflictual exchanges to build opposition and manage resistance.▶ Irony is one resource for dealing with designedly cheeky utterances by students. ▶ It is used to invoke the boundaries of acceptable conduct especially at transitional phases during lessons. ▶ Irony occurs also in instructional questioning sequences, where it serves to convey disapproval or criticism for inappropriate student action. ▶ Irony or sarcasm is used in conflictual exchanges to build opposition and manage resistance.

Despite Prachett's popularity, his commercial success never fully matched his critical acclaim. This is partly due to critics often still having difficulty with seeing past the 'fantasy' label of most of his novels. What is more, the corpus of his work has, as of yet, not generated the amount of scholarly comment that one might expect due to the public reaction to his death. And although there are a number of academics who have already taken it upon themselves to analyse the Discworld series, for instance, in terms of its potential significance for the fantasy genre and even its political and social implications, more detailed analyses of Pratchett's linguistic style to this day remain quite scarce. This paper provides an attempt to close this gap a tiny bit by providing an overview over the usage of figurative language in his novels with which he imbued his
humorous observations, his playful puns and his usage of idioms and for which he will be remembered just as much as for his narrative capabilities.

The metaphor of scaling up is the wrong one to use for describing and prescribing educational change. Many of the strategies being employed to achieve scaling up are counter-productive: they conceive of practitioners as delivery agents or consumers, rather than as co-constructors of change. An approach to educational innovation based on the concept of taking local innovations to scale carries the danger of turning schools into franchises and of reducing the global diversity of educational ideas. Sound educational ideas get scaled up not only (or primarily) through a linear, topdown model that begins with a laboratory test and ends with a road show of workshops and training sessions. They also get scaled up-in the sense of disseminated and then adapted in ways that change practice-through researchers sharing with practitioners thickly described, contextualized examples of innovative practices and then inviting practitioners to decide how best to adapt these innovative practices for their local settings.

We examined processing of verbal irony in three groups of children: (1) 18 children with high-functioning Autism Spectrum Disorder (HFASD), (2) 18 typically-developing children, matched to the first group for verbal ability, and (3) 18 typically-developing children matched to the first group for chronological age. We utilized an irony comprehension task that minimized verbal and pragmatic demands for participants. Results showed that children with HFASD were as accurate as typicallydeveloping children in judging speaker intent for ironic criticisms, but group differences in judgment latencies, eye gaze, and humor evaluations suggested that children with HFASD applied a different processing strategy for irony comprehension; one that resulted in less accurate appreciation of the social functions of irony.

Ironic language is typically more difficult to process and interpret than a literal equivalent, hence is assumed to serve several social and emotional functions not achieved by literal communication (such as politeness or introducing humor). Several factors may influence emotional responses to irony, such as the perspective from which the utterance is encountered (e.g., speaker vs. target) and the tone of voice (prosody) used. To examine these issues, we conducted two event-related brain potential (ERP) studies in which participants listened to scenarios describing emotional responses to either literal criticism or ironic criticism. Ironic criticism was delivered with either natural or ironic prosody. Scenarios either described an emotional response the speaker expected to elicit from the target (speaker perspective), or the target’s actual emotional response (target perspective). Expected or actual emotional responses were described as either “amused” (Experiment 1) or “hurt” (Experiment 2). ERPs were calculated time-locked to the end of the ironic or literal statements, and to the audio presentation of the critical emotion words. Results showed a significant effect of perspective for amused conditions, reflected by a larger late posterior positivity for the target than speaker conditions, indicating amused responses are more expected from speaker than target perspective. This effect was not seen for hurt conditions, suggesting these are equally expected from target and speaker perspectives. The data also revealed a more negative-going ERP waveform specifically for ironic criticism delivered with ironic prosody, reflecting prosodic processing. This suggests prosody may be able to speed the identification of irony.

One of the most noticeable problems in autism involves the social use of language such as metaphor and metonymy, both of which are very common in daily language use. The present study is the first to investigate the development of metaphor and metonymy comprehension in autism. Eleven children with autism were compared to 17 typically developing children in a metaphor-metonymy comprehension task. Cross-sectional trajectory analyses were used to compare the development of metaphor and metonymy comprehension using a child-friendly story picture task. Trajectories were constructed linking task performance either to chronological age or to measures of mental age. Children with autism showed an impaired metaphor comprehension in relation to both chronological and mental age, whereas performance on metonymy was delayed and in line with their receptive vocabulary. Our results suggest that understanding of metaphors and metonyms are severely affected at all ages examined in the current study.

Heritage language speakers constitute a unique cultural and linguistic resource in the United States while also presenting particular challenges for language educators and language programs. This paper examines the potential of systemic functional linguistics (SFL) in a curriculum for Spanish second language learners/heritage speakers, with particular emphasis on the meaning-making of language in the construal of discourse. Following SFL pedagogy, descriptive language teaching refers to ways of treating language in functional terms; productive language teaching involves students in using the resource of their language in powerful ways in light of the demands of particular social contexts. Many heritage speakers have developed their heritage language (Spanish) in the family context but want to be able to use it in the professional areas. SFL with its explicit focus on language allows for the development of advanced literacy in a heritage language in the educational context. Accordingly, the paper discusses explicit instruction of genre/register theory as a way of promoting students' awareness of discourse-semantics and lexicogrammatical features of academic language in courses for heritage speakers. Students' success in developing academic registers in Spanish is evident in their use of lexicogrammatical features (such as grammatical metaphor) that index academic writing.

In our work with professionals, we discovered that where there was an explicit need to talk about learning, everyday language is insufficient. For example, in a conversation between a manager and an employee preparing a personal development plan, many communication problems may arise. People use the same words with different meanings and different words for similar meanings. Due to the limited distinctions made between different ways of learning, learning is often confused with training, individual differences in preferences are not taken into account, and possibilities to organize learning in various ways are not even considered. Our search here is for a language of learning: a system of meaningful distinctions in ways to learn, in order to help professionals and their managers to talk about learning. This article describes a system of five metaphors of learning. It first describes an interview/observation study generating the five metaphors. 2. A first step: finding the metaphors qualitatively As a first step, we selected 30 professional colleagues who we expected to have different perceptions of learning. The colleagues were selected on the basis of their view of organisational changes. De Caluwé and Vermaak (1999) defined five

The paper proposes a method for representing idioms (in particular, colour-related idioms) within the framework of Fluid Construction Grammar (FCG). The main purpose of this endeavour is to facilitate (figurative) language grounding in humanoid robots in the near future. There is sufficient evidence in the cognitive robotics literature that figurative language plays (or, will play) an important role in humanoid robots. Idioms pose a real challenge to satisfactory human-robot interaction due to the plethora of linguistic and contex-tual subtleties. In my approach, the starting point for encoding idioms within FCG was the selection of several colour-related idioms due to the fact that they could be well-integrated in current robotics experiments. Humanoid robots (for instance, the iCub) are frequently subjected to simple colour-related experiments (such as, learning how to lift and manipulate colourful objects, etc.). Introducing much more difficult tasks, such as recognising colour-idioms as abstract, is needed to achieve further robotic development. The paper presents some techniques on the theoretical encoding of idioms, as well as practical guidelines on how to implement custom figurative constructions within FCG.

The article is devoted to an examination of the relations between the payytanic epithet (Heb. Kinnuy) and  figurative language in Pre-Classical Piyyut (ca. fourth-fifth centuries CE). The poets used epithets when they did not wish to call a familiar concepts or  figures by their proper name. Some scholars even suggested that the relatively limited use of  figurative language in Piyyut relates to the extensive use of epithets. In the present article only those epithets which use  figurative language are discussed. The article examines  first instances in which the poet introduced original epithets. Then the more common epithets that are based on biblical  figurative language are discussed. In addition the article investigates rare cases in which  figurative poetic epithets are included in the broader development of  figurative language in a single line or over a number of lines, and cases where an epithet interrupts a  figurative sequence. The article is based on an analysis of numerous lines of poetry from the rich corpus of Pre-Classical Piyyut.

Recent evidence suggests that certain types of figurative language, such as conventional metaphors or idioms, may have a left hemisphere processing advantage or are processed similarly in both hemispheres. Sarcasm, however, is likely processed differently than other types of figurative language in the hemispheres because readers often need to construct a novel interpretation of sarcastic text to successfully understand the text's sarcastic meaning. To investigate how the hemispheres process sarcasm during text comprehension, participants in the current study read sarcastic, literal, and neutral texts and made lexical decisions to related target words presented to either the left visual field-right hemisphere or the right visual field-left hemisphere. Facilitation for sarcastic texts was greater in the right hemisphere than the left hemisphere. In addition, facilitation was greater for literal texts than sarcastic texts in the left hemisphere. These findings suggest that the right hemisphere may play a unique role when readers encounter sarcasm during text comprehension.

The paper deals with two ways of igurativeness of human Resource Management (hRM) vocabulary -igurative expressions belonging to the building and construction domain, on the one hand, and igurative phrasal verbs used to talk about human Resources, on the other. The main purpose of the paper is to examine the metaphoricity of selected combinations, i.e. to determine how they are motivated. In addition, it stresses a need for language practitioners to effectively incorporate igurative language into language teaching and learning by providing useful insights into the relationship between language and thought which, in turn, should lead to a structured pattern of internalising metaphorical language.

We report an eye-tracking study in which we investigate the on-line processing of written irony. Specifically, participants’ eye movements were recorded while they read sentences which were either intended ironically, or non-ironically, and subsequent text which contained pronominal reference to the ironic (or non-ironic) phrase. Results showed longer reading times for ironic comments compared to a non-ironic baseline, suggesting that additional processing was required in ironic compared to non-ironic conditions. Reading times for subsequent pronominal reference indicated that for ironic materials, both the ironic and literal interpretations of the text were equally accessible during on-line language comprehension. This finding is most in line with predictions of the graded salience hypothesis, which, in conjunction with the retention hypothesis, states that readers represent both the literal and ironic interpretation of an ironic utterance.

This paper investigates the connotations of English colour terms with particular attention to figurative uses of black, white, grey, brown, yellow, red, green, blue and a few miscellaneous colours. The connotations are judged on the basis of whether the phrases in which the colour terms occur are typically orthophemistic, euphemistic, or dysphemistic. All the colours surveyed have some, often many, orthophemistic connotations; euphemistic connotations of colours are rare; but dysphemism is common. Black is used orthophemistically but not euphemistically; it more often has dysphemistic connotations than other colours. It is often connected to darkness (the night), death, decay, and evil deeds. Black has often been used dysphemistically of human skin colour, though it can be orthophemistic. White is in contrast to black and, as such, linked to light and purity; it mostly has positive connotations. Dysphemistic uses depict cowardice and fear; white is rarely used in euphemism. Located on the achromatic scale between black and white, grey is, of course, used for indeterminability and dullness. It gives rise to few figures. The faecal associations of brown lead to several dysphemisms; it is found in no euphemisms and few orthophemisms in figurative speech. In figurative expressions, yellow is dysphemistically used of cowards and cheap paper, and sometimes of Asiatic people. Most figurative expressions, both positive and negative, link red with blood-life-blood, the blood of the slain, or menstrual blood. The colour green is linked to living vegetation; negative connotations arise when it is the colour of illness or jealousy. The negative aspects of figurative uses of blue arise from fear, fighting, despondency, and tabooed language and behaviour. It is arguable that the use of blue to speak about these topics is euphemistic and that uses of blue are rarely dysphemistic. Colour terms such as gold, silver, and platinum derive from the names for valuable metals from which they derive their mostly positive connotations. All figurative uses of colour terms surveyed are, perhaps predictably, based upon the visual attributes of the denotatum. Although individuals may experience synesthesia when encountering colour terms, the language resources demonstrate none. My classification of the connotations of English colour terms reveals networks of associations, but no surprises.

Since its introduction in academia and professional practice during the 1950s, gaming has been linked to simulation. Although both fields have a few important characteristics in common, they are distinct in their form and underlying theories of knowledge and methodology. Nevertheless, in the literature, hybrid terms such as gaming/simulation and simulation gaming are used for practical or pragmatic reasons, causing confusion and ambiguity about the marking out of gaming versus simulation. Generally it is not clear whether authors are talking about games and simulations as artifacts of certain forms or whether they are referring to their functionality. The author elaborates on the confusion about these terms and offers a frame of reference to bring more terminological coherence and reduce methodological ambiguity.

English uses the horizontal spatial metaphors to express time (e.g., the good days ahead of us). Chinese also uses the vertical metaphors (e.g., 'the month above' to mean last month). Do Chinese speakers, then, think about time in a different way than English speakers? Boroditsky . Does language shape thought? Mandarin and English speakers' conceptions of time. Cognitive Psychology, 43(1), 1-22] claimed that they do, and went on to conclude that 'language is a powerful tool in shaping habitual thought about abstract domains' (such as time). By estimating the frequency of usage, we found that Chinese speakers actually use the horizontal spatial metaphors more often than the vertical metaphors. This offered no logical ground for Boroditsky's claim. We were also unable to replicate her experiments in four different attempts. We conclude that Chinese speakers do not think about time in a different way than English speakers just because Chinese also uses the vertical spatial metaphors to express time.

This study examined the development of language in low-SES rural Appalachian children from kindergarten through middle childhood. Findings showed that the children's language skills improved significantly between kindergarten and middle childhood, with all middle childhood language means within the average range. However, all areas of language except the ability to correctly interpret nonliteral language remained significantly below normative population means. Girls performed significantly better than did boys and higher-SES girls performed better than lower-SES girls. Nonliteral language and receptive syntax were relative strengths and vocabulary and pragmatic judgment were relative weaknesses. Use of grammatical markers of Appalachian English was not related to language skills and, as a group, these children demonstrated adequate phonological working memory. Standardized measures of morphology and syntax best classified children into groups who received remedial services for reading or other language-related tasks and those who did not. Implications of these finding are discussed.

this paper examines research on learning styles as related to online learning for adult learners. there is much disagreement regarding the definition of learning style. this paper defines it as an individual's preferred way of learning. the focus is on the extent to which learning styles are able to predict student success (e.g., grades, attitudes). the paper discusses nine different instruments that were used in various studies. curry's model, which uses the metaphor of the layers of an onion, is used to categorize the instruments by theme for the sake of comparison. criticisms of learning style research include: the vagueness of the construct "learning style"; the fact that the instruments are self-assessments; mixed results from research that searched for a relationship with online learning; and the difficulty of comparing different studies when online learning can include many different methods and technologies. finally, I reach a conclusion regarding the suitability of studying the relationship of learning styles and success in online courses.

A poetry workshop can present opportunities to integrate students' knowledge and perspectives in classroom contexts, encouraging the use of language for expression, communication, learning and even empowerment. This paper describes how adolescent students respond to a poetry workshop in an English classroom centred on teaching writing that is based on their knowledge from their various life experiences and understanding of events beyond the classroom. Informed by New Literacy Studies and third space theories, ethnographic methods of participant observation were used to document an eighth-grade urban public school classroom where a community member implemented a weekly programme using music lyrics and poetry for an entire school year. Findings illustrate how the poetry workshop encouraged students to contribute to the classroom learning context and engage critically with ideas that were relevant to their lives. Collaborating with a community member and tapping in to the powerful ways of using language to communicate led to important learning opportunities for students in this classroom. Poetic devices such as rhyme, rhythm, metaphor and wordplay enhanced and supported students' own language practices; students used these sophisticated writing strategies as they worked to convey their ideas, experiences and opinions.

The 1991 movie Thelma and Louise and its protagonists continue to be cultural icons for many women of all ages. With quotes, song lyrics, the metaphor of living on the edge from the film and collected wisdom from pedagogy, two religious educators reflect on their vocation and leadership in a dialogue that draws implications for the teaching ministry. The themes highlighted address friendship, the journey, risk-taking, awakening, turning points, and the choice to keep going no matter what. The authors believe that their friendship and co-creating dialogue offer their students hopeful models of leadership through their conversations about their vocations in ministry and higher education. Further, the way that they share ideas and experiences are good for their students and themselves.

To cite this article: Natalia Banasik-Jemielniak (2021): "Unicorn humour isn't very subtle." Graphic novels and comics as a potential didactic tool for teaching irony to children: the example of Dana Simpson's Phoebe and her unicorn, Journal of Graphic Novels and Comics,

The theme of life and death in several poems of an American influential poet, Sylvia Plath, offer the readers insight into her psychological conditions. During her lifetime, Plath was a manic depressive (Cooper 296). She often uses a powerful figurative devices and emotional confessional approach in her poems to express her depression. One of her most well-known poems, “Tulips”, which originally published in Ariel (1965), uses a lot of figurative languages, such as personification, metaphor, simile and symbol to bear the idea of her own battle with psychiatric illness and treatments. Upon reading this poem and formulating my interpretation, I wonder how this poem might leave an impact on others thought through its interchanging emotions of calm and anger.

The desire to improve educational delivery and outcomes has prompted significant advancements in culture-based education as a foundation for community-driven, place-based, relevant educational approaches that more effectively engage children and their families in lifelong learning and leadership. This article shares the early process and tools of a large-scale, community-participatory project developed to understand the use of culture-based teaching strategies in Hawai'i and associated outcomes for students (7th-10th grade). Specifically, this work documents the initial planning and theoretical development that resulted in a Hawaiian Indigenous Education Rubric (HIER) from a teaching perspective. The HIER tool provides a building block in our efforts to understand what indigenous education looks like in the teaching environment and is shared here to encourage further research and development. Future publications will document the results of the broader project based on teacher and student data.

This article aims to study language use in modern Thai songs about disappointing love sung by male singers. Data from the top ten most viewed in YouTube were collected. The analysis focused on 3 methods which were lexical choices, idiomatic expressions and figures of speech. About the lexical ones, foreign loanwords, slangs, colloquialisms, address terms and punning words were used. About idiomatic expressions, there were only 6 idioms. While 8 types of figures of speech were found, namely simile, metaphor, personification, symbol, hyperbole, onomatopoeia, paradox and rhetorical questions.

We review Key Works in Critical Pedagogy: Joe L. Kincheloe edited by kecia hayes, Shirley R. Steinberg and Kenneth Tobin, which gathers the seminal works of Joe. L. Kincheloe and pairs them with contemporary scholars who respond to and push forward Kincheloe's work. The chapters of Key Works in Critical Pedagogy are arranged to begin with Kincheloe's earlier works, going back to 1991, and progress through to the last works he published before his death in 2008. Through this format, readers are able to see the evolution of Kincheloe's scholarship. In addition to this, a few key authors provide a behind the scenes look at the man who wrote the texts. As Kincheloe's ideas and the ideas of the scholars that he drew from are presented, applied, reworked and reconfigured, they shift and transform. The response chapters work to (in effect) show us the notes in the margins of scholars who have been influenced by Kincheloe's ideas. Using the metaphors of lamps and wish-granting genies, we argue that this book is an important tool in illuminating the way forward for social justice work, published in an historical moment that requires precisely this.

T his study examined elementary students' perceptions of high-stakes testing through the use of drawings and writings. On the day after students completed their high-stakes tests in the spring, 225 students were asked to "draw a picture about your recent testing experience." The same students then responded in writing to the prompt "tell me about your picture." During data analysis, nine categories were constructed from the themes in students' drawings and written descriptions: Emotions, Easy, Content Areas, Teacher Role, Student Metaphors, Fire, Power/Politics, Adult Language, and Culture of Testing. Each of these categories was supported by drawings and written descriptions. Two additional categories were compelling because of their prevalence in students' drawings: Accoutrements of Testing and Isolation. The researchers examine the prevailing negativity in students' responses and suggest ways to decrease students' overall test anxiety, including making changes in the overall testing culture and changing the role teachers play in test preparation.

The role of rhetoric may seem evident in print advertising. However, few analyzing frameworks exist that allow for studying the function of the rhetorical devices. This article addresses the issue by examining the validity of two competing frameworks, Text-Interpretive Analysis devised by Mick (1996, 1999) and the Visual Rhetoric approach by Groupe Mu (1992). In addition to a reliability test, it is ascertained whether the frameworks make it possible to account for a different rhetorical style in French and Dutch magazine advertisements, or for a different rhetorical style in ads for tangible products as opposed to ads for intangible products. The results show that neither framework is completely infallible, and that both frameworks present inadequacies with regard to their feasibility. The model proposed in McQuarrie and Mick 1996 appears, however, to be the most promising. Document Design 4(2), 114-128

Unique characteristics of children's literature bring along specific challenges to translation process. This field, just as other fields of translation, requires creativity of translator for the solution of such challenges. One of the most remarkable characteristics of children's books is that they are mostly written to be read aloud. Therefore, a translator needs to focus on sound effects being a part of figurative language in this genre. English poet and author Rudyard Kipling's renowned work Just So Stories is a good example for this feature of children's literature. Repercussions of the author's poetic style on this work, which is the collection of the stories written and read aloud by Kipling himself for his children, make read-aloud characteristics the most outstanding leitmotiv of the book. In addition, Turkish translations of the book offer a good deal of chances to analyze translation challenges. The book was translated into Turkish by Begüm Kovulmaz with title İşte Öyle Hikayeler in 2007 and Rojda Yıldırım with title Kipling'den Çocuklar için Öyküler in 2012. This study aims to analyze and compare these two Turkish translations with a specific focus on the sound effects divided under five categories; being repetition, alliteration, rhyme, onomatopoeic words and other sounds. The translation strategies offered by Newmark (1988) in specific to sound effects laid ground for the analysis and comparison of the strategies applied in the translations in question. The strategies were investigated to reveal whether the aesthetic or expressive purpose of the source text was preserved in the translations. According to the analysis conducted on the selected parts of the translations, substitution was found to be the most commonly applied strategy and it was found that Kovulmaz has more focus on the aesthetic function of the source text while the translation of Yıldırım had more focus on the expressive function. This study is believed to bring contribution to the discussions regarding the translation of sound effects in specific and figurative language in general.
Keywords: children’s literature, read-aloud, sound effects, figure of speech

ÖZET

Çocuk yazının kendine has özellikleri, bu alandaki çeviri sürecinde karşılaşılacak belirli zorlukları da beraberinde getirmektedir. Çevirinin diğer alanlarında olduğu gibi, bu alandaki sorunların çözümü için de çevirmenin yaratıcılığına gerek duyulmaktadır. Çocuk kitaplarının en önde gelen özelliklerinden biri de pek çoğunun sesli okunmak üzere kaleme alınmış olmasıdır. Bu bağlamda, söz konusu edebi türde çevirmenin değişmeceli dilin bir parçası olan ses etkilerine yoğunlaşması beklenmektedir. İngiliz şair ve yazar Rudyard Kipling’in ünlü eseri Just So Stories, çocuk yazının bu özelliği için başarılı bir örnek oluşturmakta olup, eserin Türkçe çevirileri de, çeviride karşılaşılan zorlukların analiz edilmesi bakımından pek çok imkan sunmaktadır. Yazarın şairane edebi tarzının, Kipling’in bizzat kendi çocukları için yazdığı ve onlara okuduğu hikayelerin derlemesinden oluşan bu eser üzerindeki yansımaları, “sesli-okuma” özelliklerini, söz konusu eserin ana motifi haline getirmektedir. Eser, Türkçe’ye Begüm Kovulmaz tarafından 2007 yılında İşte Öyle Hikayeler ve Rojda Yıldırım tarafından 2012 yılında Kipling’den Çocuklar için Öyküler isimleriyle kazandırılmıştır. Bu çalışma, söz konusu iki farklı Türkçe çevirinin ses etkileri bakımının analiz edilmesini ve karşılaştırılmasını hedeflemektedir. Ses etkileri tekrarlama, aliterasyon, kafiye, yankı-sözcükler ve diğer seslerden oluşan beş farklı başlık altında incelenmiştir. Newmark (1988) tarafından ses etkilerinin çevirisine özel olarak önerilen çeviri stratejileri, mevcut çalışmadaki çevirmenler tarafından uygulanan stratejilerin incelenmesi ve karşılaştırılmasında temel oluşturmuştur. Çevirilerde kullanılan söz konusu stratejiler, kaynak metnin estetik mi yoksa anlatımsal amacının mı korunduğunu belirlemek amacıyla incelenmiştir. Seçilen çeviri bölümleri üzerinde gerçekleştirilen incelemeye göre, yerine koyma stratejisinin en çok uygulanan çeviri yöntemi olduğu tespit edilmiştir. Buna göre, Kovulmaz’ın çevirisi kaynak metnin estetik işlevi üzerinde dururken, Yıldırım’ın çevirisi daha çok kaynak metnin anlatımsal işlevi odaklıdır. Bu çalışmanın, özelde ses etkilerinin çevirisi, genelde ise değişmeceli dil özelikleri gösteren eserlerin çevirisine ilişkin tartışmalara katkı sunacağına inanılmaktadır.
Anahtar sözcükler:  Çocuk yazını, sesli okuma, ses etkileri, söz sanatları