TY - JOUR

T1 - Metaphors of Climate Science in Three Genres

T2 - Research Articles, Educational Texts, and Secondary School Student Talk

AU - Deignan, Alice

AU - Semino, Elena

AU - Paul, Shirley-Anne

PY - 2019/4/1

Y1 - 2019/4/1

N2 - Experts are generally in agreement that anthropogenic climate change is happening and will increase in severity, but this view is not clearly reflected in more non-specialist texts. Research has shown that school students have a limited and sometimes faulty understanding of climate change. Metaphors are used by scientists in developing thought and communicating with non-scientists; they are also used by educators. This research investigates students’ understandings of climate change by comparing metaphor use in three corpora, of research articles, student educational materials, and of transcribed interviews with school students aged 11–16 from the north of England. We find that some metaphors are shared by the three corpora; where this happens, the researchers’ use tends to be highly conventionalized and technical, while educational materialsextend and explore metaphors, and the students’ use is still more creative, sometimes resulting in inaccurate descriptions of the science. Students also develop some of their own distinctive metaphors based on their immediate concrete experience, and possibly on visual educational materials; these metaphors convey highly simplified and often inaccurate understandings of climate science.

AB - Experts are generally in agreement that anthropogenic climate change is happening and will increase in severity, but this view is not clearly reflected in more non-specialist texts. Research has shown that school students have a limited and sometimes faulty understanding of climate change. Metaphors are used by scientists in developing thought and communicating with non-scientists; they are also used by educators. This research investigates students’ understandings of climate change by comparing metaphor use in three corpora, of research articles, student educational materials, and of transcribed interviews with school students aged 11–16 from the north of England. We find that some metaphors are shared by the three corpora; where this happens, the researchers’ use tends to be highly conventionalized and technical, while educational materialsextend and explore metaphors, and the students’ use is still more creative, sometimes resulting in inaccurate descriptions of the science. Students also develop some of their own distinctive metaphors based on their immediate concrete experience, and possibly on visual educational materials; these metaphors convey highly simplified and often inaccurate understandings of climate science.

U2 - 10.1093/applin/amx035

DO - 10.1093/applin/amx035

M3 - Journal article

VL - 40

SP - 379

EP - 403

JO - Applied Linguistics

JF - Applied Linguistics

SN - 0142-6001

IS - 2

ER -