January 2017, № 1 (201), pages 53–57

doi: 10.25198/1814-6457-201-53-57

Solodilova I.A. METONYMY: THE BOUNDARIES OF THE PHENOMENONThe article considers metonymy as a cognitive-semantic structure in its comparison with metaphor and explanation of the differences between the phenomena of language and thought in terms of the cognitive approach to language learning. Among the main differences hypothetical nature of metaphor is stated, compared to the real connection of concepts in metonymy, the semantic transfer of characteristics for metaphor and syntactic contraction of metonymy as the underpinning of their operations, limitation and limitlessness within a syntagma, and a plurality vs. the uniqueness of associative connections between the relevant concepts. Linguistic features of metaphor and metonymy are also explained on the basis of their conceptual characteristics. Metonymy is understood as a referential shift: the result of a holistic overlay of concept-source on concept-goal. In the same logic the main function of metonymy in language as a function of identification is explained. The ability to perform in language other functions — expressive and evaluative is recognized for individual, isolated metonymies primarily of the type “whole — part” that is attributed to the underlying semantic structure of this procedure of reduction of the whole to its parts. The fundamental role of metonymy in the processes of conceptualization in the early stages of language development because of the greater obviousness and ease of perception of the relationship of contiguity, rather than of relations of similarity is stated.Key words: metonymy, metaphor, concept, cognitive-semantic structure.

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About this article

Author: Solodilova I.A.

Year: 2017

doi: 10.25198/1814-6457-201-53-57

Editor-in-chief

Sergey Aleksandrovich
MIROSHNIKOV

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