Metaphor used to be regarded as the rhetorical figure par excellence, but it has now come to be seen as one of the foundations of all language and its use, being constitutive of meaning, normal, grounded in experience, and offering guidance to linguistic expression. The new view holds that metaphor may still be exploited for rhetorical purposes, but stylistic approaches to metaphor in style also examine less deliberate patterns of usage. Manifestations of metaphor vary across linguistic form, meaning, and function, and may be described with reference to specific utterances as well as to more general patterns of language use.

This paper investigates the role of metaphor in cognitive processes, tracing its conceptualization from traditional linguistic views of secondary nomination to contemporary cognitive linguistic theories that consider it fundamental to human thought. Examining lexicological perspectives on metaphor as a semantic recategorization, the study highlights the shift towards understanding metaphor as an integral aspect of cognition, influencing the generation, reception, processing, and communication of information. Ultimately, the paper underscores the cognitive theory's perspective on metaphor as a basic mental operation that bridges conceptual domains, facilitating the conceptualization of reality and providing a framework for analyzing metaphorical models that structure our understanding across diverse conceptual areas.

The fundamental structural characteristic of a metaphor is that it is a conceptualization of the source domain (the "figurative" or "vehicle" language) in terms of the target domain (literal, or "tenor") on two levels. Sentence-level explanations of the phenomena are offered by the majority of linguistic approaches to metaphor. However, literary metaphor is often discursive; a work as a whole has a metaphorical "undercurrent" that can take many different forms, including several "single" metaphors. Therefore, in order to properly account for metaphors, it is necessary to do the following:  account for metaphors discursively as opposed to sententially;  deal with the resolving "undercurrent" stratum as opposed to the superficial "single metaphor" stratum; and  represent the double-layered conceptual structure of metaphors. A new conceptual discourse model of text-worlds is presented here, which naturally captures the conceptual layering inherent in language generally (and not just in metaphor), which treats the ‘undercurrent’ aspect as being equivalent to ‘gist’ or ‘macrostructure’ in text linguistics (using the concept of the ‘megametaphor’), and which automatically provides a discursive account of the phenomenon of extended, or sustained, metaphor

In order to identify the parallels and contrasts between the two texts, this article compares the pragmatic use of English metaphor in political documents with that in literary literature. Moreover, it aims to incorporate the three most popular perspectives on metaphor, namely the pragmatic, semantic, and cognitive perspectives

The article investigates mixed metaphor and its effect to the user’s writing. The article is an attempt to identify the definition of the mixed metaphor in English materials. It is a highly timely contribution that fills a gap between the pre-theoretical notion of ‘mixed metaphors’, largely known to the (English-speaking) public as something to be avoided as it reflects poor style or even sloppy thinking, and scholarly research on metaphor, where the topic has received little attention: “people’s cognitive flexibility to think of abstract concepts in a myriad of metaphorical ways”

This article explores the multifaceted nature of metaphor through various theoretical perspectives, including cognitive, pragmatic, conflict, anomaly, and interaction theories. It highlights the evolution of metaphor from a mere figure of speech to a complex figure of thought, emphasizing its role in shaping meaning and understanding in language. The article discusses the contributions of different theorists, such as Max Black, and examines how metaphors can reflect semantic category errors and cognitive processes. By investigating the interplay between language, thought, and social context, the article reveals the intricate mechanisms of metaphorical transfer and its significance in communication. Additionally, it notes the challenges and questions that arise as researchers strive to decode the complexities of metaphor, indicating a continued need for interdisciplinary study in linguistics, psychology, and sociology. Overall, the article provides a comprehensive overview of the current state of metaphor research and its implications for understanding human cognition and language use.

Scientists from a variety of fields have long been interested in metaphors. With the recent emergence of cognitive linguistics, a new method for studying metaphors from various perspectives has been developed. Metaphors have therefore been studied from an anthropocentric perspective, which holds that human factors are crucial to the genesis and evolution of all language and cognitive units. The conceptual metaphor theory and cognitive metaphor universals have been examined in the context of the English and Uzbek languages in this article.

This article explores the principles of Cognitive Metaphor Theory (CMT), developed by George Lakoff and Mark Johnson, and analyzes how conceptual metaphorical expressions structure human thought. Special attention is given to metaphorical expressions in French, offering a cross-cultural linguistic comparison.

This article explores the use of metaphor in J.K. Rowling’s Harry Potter and the Philosopher’s Stone, focusing on its structural, semantic, cognitive, and narrative functions. The study reveals how metaphors in the novel contribute to world-building, emotional intensity, character development, and thematic depth. Special attention is given to the classification of metaphor types, such as ontological, conceptual, and dead metaphors. The paper also discusses translation challenges and cross-cultural equivalence in rendering metaphors from English into other languages, particularly Uzbek.

Metaphor is not merely a literary embellishment but a crucial cognitive tool shaping human thought and communication. Traditionally regarded as a stylistic device, recent linguistic research has demonstrated its deeper conceptual significance. This article examines metaphor theory in Modern English and Uzbek, primarily referencing contributions from cognitive linguists such as Lakoff and Johnson, who argued that metaphor structures conceptual thought. A comparative analysis between English and Uzbek metaphorical expressions highlights their universal cognitive function, while additional insights reveal metaphor’s role in cultural identity, education, translation, and technological development. The study advances the discussion beyond conventional linguistic approaches, exploring metaphor’s interdisciplinary applications and cognitive impact.

This article provides an in-depth examination of metaphor and metonymy as fundamental cognitive and linguistic mechanisms. While traditionally regarded as stylistic devices limited to literature, contemporary linguistic theories—particularly those originating from cognitive linguistics—demonstrate that both metaphor and metonymy play a central role in structuring human thought, conceptualization, and communicative behavior. The study analyzes the semantic, pragmatic, and cognitive distinctions between these two tropes and illustrates their functional significance in discourse, terminology, sociolinguistic communication, and language pedagogy. The findings highlight that metaphor enables cross-domain conceptual mapping, whereas metonymy operates within a single domain through associative contiguity. The article concludes by emphasizing the necessity of incorporating figurative-language instruction into modern language-teaching curricula to enhance learners’ communicative competence and conceptual awareness.

This article analyses the interaction between language and thought through conceptual metaphor theory (CMT) and conceptual metonymy theory. Furthermore, it proves the argument by saying that conceptual metaphors – introduced by Lakoff and Johnson in 1980 – are thought to be a certain type of cognitive frames with a purpose to help people to understand by means of mapping abstract concepts onto more concrete ones, for instance, ‘time’ and ‘money’. Metonymy relates similar ideas within the same sphere; In this sense, the cognitive processes evidenced in the research can really be said to have illuminated the roles of both kinds of processes in thought and language on culture. The analysis of the interaction between metaphor and metonymy is an evidence of the relationship between the two in constructing human experience and perception. Indeed, it brings the conclusion that it is better to know about these kind of cognitive processes to have better insights on the patterns of language and the human situations.

This article analyzes the use of metaphor and symbolism in literary works. It examines the function of metaphor as a means of expression within literary texts and evaluates its effectiveness. The article also highlights the emergence of symbolic images, their range of meanings, and their influence on readers' perception. The stylistic features of artistic devices are analyzed based on examples from various literary works.

A verb metaphor gives the substitute subject verb new meaning by describing the action in a different way.  This might be a jump to a related topic that enhances the intended meaning. It could also be done in purposeful contrast. Adverbial metaphors can further enrich verbal metaphors, which give action descriptions more nuance. Finding the vehicle first, then illustrative acts may be used to generate verb metaphors. As a result, verbs from the metaphor domain like "rickety" and "racy" may be employed to describe someone who has been transformed into an automobile. When the meaning and the metaphor diverge, this might be a purposeful, cynical contrast meant to draw attention to how the intended meaning is highlighted by contrast. In ordinary speech, a large number of verbs are metaphors. Therefore, despite its widespread use, "cutting someone off" does not actually signify cutting.[1:86]

This article explores Cognitive-Semantic Linguistics, a subfield of cognitive linguistics that emphasizes the intrinsic connection between language, thought, and human experience. Rejecting the classical view of semantics as a direct mapping of language onto objective reality, this paradigm argues that meaning is shaped by cognition, embodiment, and cultural interaction. Key theoretical foundations include Conceptual Metaphor Theory, Image Schemas, Frame Semantics, and Mental Spaces, all of which illustrate how language reflects and structures human conceptualization. The article further discusses Cognitive Grammar, highlighting how grammar itself carries semantic weight, and explores the cross-cultural dimensions of metaphor and meaning. Practical applications span language education, political discourse analysis, artificial intelligence, and literary interpretation. While the approach faces critiques for its reliance on introspection and lack of formalization, it remains a powerful interdisciplinary framework for understanding how language functions as a mirror of the mind and a product of embodied, culturally situated experience.

This article examines language facts in linguistics, Greek, Latin, Thracian Dionysian grammarians and their theories, analysis of different parts of speech, meanings in traditional grammar, familiarization with the theories of ancient and medieval philosophers, identification of etymological expressions and  it includes issues such as studying the essence of their content, studying the figurative meanings of the word, considering the use of "metaphor" in the language and the interpretation of its function.

This paper examines the role of mental illness as a metaphor for gendered oppression in Sylvia Plath’s The Bell Jar (1963) and Kate Chopin’s The Awakening (1899). Using feminist literary criticism, the study analyzes how psychological distress in both protagonists—Esther Greenwood and Edna Pontellier—reflects the internalization of patriarchal constraints. These novels do not merely depict mental illness as individual pathology but frame it as symptomatic of broader sociocultural limitations imposed on women. The study employs close textual analysis of metaphor, character development, and narrative structure to demonstrate how mental illness functions as both a critique of and response to gender norms. Findings suggest that both novels metaphorically portray female mental collapse as a form of resistance to societal expectations and a desperate grasp at personal autonomy..

Each language is unique and has its own characteristics. A person who speaks any foreign language uses a diversity of lexical units, uses various grammatical and phonetic laws of the language. Withal, speakers often find themselves helpless in the face of the simplest speech situations that require linguistic behavior corresponding to a specific communicative strategy.

This article argues that a more precise definition of the subject of study would be beneficial for metaphor research. There are three distinct ways to do metaphor research: as a component of grammar or use, as a component of language or cognition, or as a component of sign systems or behavior. Eight separate study domains that each have their own assumptions about metaphorical meaning and their own implications and repercussions for the goals and assessment of research arise when these three dimensions are crossed. These distinctions are supposed to make statements regarding the use of conceptual metaphor in language more credible.

Aim and tasks of the research is to discuss the cognitive essence of some stylistic devices, their types and utilization in different texts. To achieve the aim, the following tasks were set: to study the main problems and notions of stylistics and cognitive stylistics and its branches; to define the term cognitive metaphor and to reveal the differences between cognitive metaphor and traditional metaphor; to discuss the theory of conceptual blending, conceptual domains and stylistic devices based on these cognitive principles; to discuss the principle of redundancy as excessive usage of linguistic means; to discuss the principle of knowledge structures and their types; to reveal specific features of stylistic devices based on conceptual blending, principle of redundancy and knowledge structures.

To see and appreciate the relationship between metaphor and linguaculture , we have to deal with a number of basic issues. By metaphor in this paper, I will primarily mean “conceptual metaphor” that can have a number of linguistic manifestations (see Lakoff and Johnson 1980; Kövecses 2002/2010). A conceptual metaphor consists of a set of correspondences, or mappings, between a “source” and a “target” domain. The meaning of particular metaphorical linguistic expressions is based on such correspondences

Aim and tasks of the research is to discuss the cognitive essence of some stylistic devices, their types and utilization in different texts. To achieve the aim, the following tasks were set: to study the main problems and notions of stylistics and cognitive stylistics and its branches; to define the term cognitive metaphor and to reveal the differences between cognitive metaphor and traditional metaphor; to discuss the theory of conceptual blending, conceptual domains and stylistic devices based on these cognitive principles; to discuss the principle of redundancy as excessive usage of linguistic means; to discuss the principle of knowledge structures and their types; to reveal specific features of stylistic devices based on conceptual blending, principle of redundancy and knowledge structures.

Metaphors play a significant role in everyday communication, literature, and thought. They are not only linguistic expressions but also cognitive tools that shape our perception of reality. This paper explores the metaphorical systems in English and Uzbek, focusing on the similarities and cultural differences in conceptual metaphors. Through qualitative comparison, it highlights how languages encode human experiences such as emotions, time, and social relations differently, yet often share universal cognitive patterns. The findings underscore the importance of metaphor in cross-cultural understanding and second language acquisition.

The article determines the linguistic and cultural  peculiarities of the English riddle. ”. Riddle is a genre of folk art, which remains to be one of the least developed.  The main characteristic of them is the search for and finding the answer to the encoded text. By analyzing English riddles, their structural, semantic and cultural features are described, mechanisms such as metaphor and homonymy lying at the basis of riddles are studied and a detailed classification of English riddles is developed. Riddles in English are found in the form of simple, complex and compound sentences, moreover they can make the text. They fall into declarative, interrogative and imperative sentences according to the communicative type. In terms of Pragmatics, sacred, educational, and entertaining riddles are classified. The style of riddles is different considering lexical formed by metaphor, comparison and personification, syntactic by antithesis and inversion and phonetic made with the help of alliteration, assonance and rhyme.  Riddles can be created by individual authors and folk.  

This article presents ideas about the fact that individual metaphors, which are one of the means of enhancing the impressive imagery of artistic prose, are rounded off by their non-repetition in conveying ideas to others. Scientific views of scientists about metaphor are shown. Examples of metaphors of general similarity and image similarity, which are the basis for the formation of individual metaphors in artistic works, are presented and analyzed.