A study on conceptual metaphors of friendship in english and vietnamses=nghiên cứu về các ẩn dụ tình bạn trong tiếng anh và tiếng việt

VINH UNIVERSITY
DEPARTMENT OF FOREIGN LANGUAGES

HOÀNG THỊ THANH NGA

A STUDY ON CONCEPTUAL METAPHORS OF FRIENDSHIP
IN ENGLISH AND VIETNAMESE
(NGHIÊN CỨU VỀ CÁC ẨN DỤ TÌNH BẠN
TRONG TIẾNG ANH VÀ TIẾNG VIỆT)

GRADUATION THESIS
FIELD: LINGUISTICS

Vinh, May 2014


VINH UNIVERSITY
DEPARTMENT OF FOREIGN LANGUAGES

A STUDY ON CONCEPTUAL METAPHORS OF FRIENDSHIP
IN ENGLISH AND VIETNAMESE
(NGHIÊN CỨU VỀ CÁC ẨN DỤ TÌNH BẠN
TRONG TIẾNG ANH VÀ TIẾNG VIỆT)

GRADUATION THESIS
FIELD: LINGUISTICS

Student:

HOÀNG THỊ THANH NGA, 51A_ENGLISH

Supervisor: NGUYỄN THỊ KIM ANH, M.A

Vinh, May 2014


ACKNOWLEDGEMENTS

For the completion of this study, I have been fortunate to receive invaluable
contributions from many people.
First of all, I would like to express my deepest gratitude to my supervisor, M.A.
NGUYEN THI KIM ANH, MA for her absolutely indispensable assistance, excellent
suggestions, expert advice and detail critical comments, without which the study would
not have been complete.
I would also like to give my sincere thanks to all my teachers from the Foreign
Languages Department of Vinh University for their lectures and advice which are very
useful for me to finish this study.
I would like to show my sincere thanks to my classmates who help me a lot in
giving their invaluable comments and suggestions while the work of this assignment
was in progress.
Last but not least, I also owe my indebtedness to my family members for their
love, care and encouragement in the process of writing this assignment.

Vinh, May 2014

Hoang Thi Thanh Nga


ABSTRACT

This study concerns about the metaphorical expressions and culture features in

expressing friendship concepts of both English and Vietnamese. Basing on cognitive
linguistics theory (mainly Conceptual Metaphor), this research has made an
investigation into the FRIENDSHIP IS A PLANT and FRIENDSHIP IS A
BUILDING from some Articles, proverbs, quotes. Next, several comments have been
made to discuss what mechanism helps language users to understand an abstract
concept (friendship) based on another concepts (plant, building). Eventually, the
author gives some suggested activities and exercises for students and learners to
understand more about these structures and apply for the tests with the best results.


TABLE OF CONTENTS

CONTENT

Page

ABSTRACT ................................................................................................................ i
TABLE OF CONTENTS ........................................................................................... ii
CHAPTER 1. INTRODUCTION.............................................................................. 1
1.1. REASONS FOR CHOOSING THE STUDY .................................................... 2
1.2. AIMS OF THE STUDY ...................................................................................... 2
1.3. SCOPE OF THE STUDY ................................................................................... 2
1.4. METHODS OF THE STUDY ............................................................................ 3
1.5. DESIGN OF THE STUDY ................................................................................. 3
CHAPTER 2. LITERATURE REVIEW AND THEORETICAL BACKGROUND
2.1. LITERATURE REVIEW .................................................................................. 5
2.2. AN OVERVIEW OF COGNITIVE LINGUISTICS ....................................... 5
2.3. CONCEPTUAL METAPHOR........................................................................... 6
2.3.1. Metaphor in traditional views ........................................................................... 6
2.3.2. Metaphor in the light of cognitive linguistics ................................................... 7

2.3.3. Conceptual metaphor ........................................................................................ 8
2.3.3.1. Source domain and target domain .................................................................. 8
2.3.3.2. Mapping ........................................................................................................... 9
2.4. METAPHOR AND CULTURE ......................................................................... 9
2.4.1. Relations between metaphor and culture ......................................................... 9


2.4.2. Dimensions of metaphor variation ................................................................... 10
2.4.2.1. Cross-cultural dimension of metaphor variation ............................................ 10
2.4.2.2. Within-cultural dimension of metaphor variation ........................................... 11
2.4.3. Variation in metaphorical linguistic expressions ............................................. 11
2.4.4. Metaphor and socio-cultural experience .......................................................... 11
CHAPTER 3. A STUDY ON CONCEPTUAL METAPHORS OF FRIENDSHIP
IN ENGLISH AND VIETNAMESE ......................................................................... 13
3.1. FRIENDSHIP IS A PLANT ............................................................................... 13
3.1.1. Sowing the seeds of friendship .......................................................................... 14
3.1.2. Growing up friendship....................................................................................... 16
3.1.3. Facing hardships in friendship ......................................................................... 17
3.1.4. Nurturing friendship ......................................................................................... 18

3.1.5. Blooming friendship’s flowers .......................................................................... 20
3.2. FRIENDSHIP IS A BUILDING......................................................................... 22
3.2.1. Building a friendship ......................................................................................... 22
3.2.2. Falling apart in friendship ................................................................................ 23
3.2.3. Mending friendship ........................................................................................... 24
3.2.4. A towering friendship ........................................................................................ 26
3.3. DISCUSSION OF FINDINGS ........................................................................... 28
3.3.1. Similarities and differences of FRIENDSHIP IS A PLANT in English and
Vietnamese ................................................................................................................... 28
3.3.1.1. Similarities ....................................................................................................... 28

3.3.1.2. Differences ....................................................................................................... 29
3.3.2. Similarities and differences of FRIENDSHIP IS A BUILDING in English
and Vietnamese ............................................................................................................ 30
3.3.2.1. Similarities ....................................................................................................... 30


3.3.2.2. Differences ....................................................................................................... 30
CHAPTER 4: SOME SUGGESTIONS FOR USING FRIENDSHIP
METAPHORS IN TEACHING AND LEARNING ENGLISH ............................ 32
4.1. SOME SUGGESTED ACTIVITIES FOR USING FRIENDSHIP
METAPHORS IN TEACHING AND LEARNING ENGLISH ............................ 32
4.1.1. Interview a star .................................................................................................. 32
4.1.2. Role play ............................................................................................................. 33
4.1.3. Opinion exchange .............................................................................................. 35
4.1.4. Picture description ............................................................................................. 36
4.2. SOME SUGGESTED EXERCISES FOR USING FRIENDSHIP
METAPHORS IN TEACHING AND LEARNING ENGLISH ............................ 38
4.2.1. Listing ................................................................................................................. 38
4.2.2. Putting words in suitable columns with given words ....................................... 39
4.2.3. Matching ............................................................................................................ 39
4.2.4. Finding out the English equivalents of the following Vietnamese
expressions .................................................................................................................. 40
CHAPTER 5. CONCLUSION .................................................................................. 41
5.1. RECAPITULATION .......................................................................................... 41
5.2. SUGGESTIONS FOR FURTHER STUDIES .................................................. 41
REFERENCES


CHAPTER 1
INTRODUCTION

1.1. REASONS FOR CHOOSING THE STUDY
English is now playing an indispensable role in all fields of life. It is not
difficult to realize the dominance of English in international communication, science,
business, entertainment, broadcast and education. Therefore, mastering this necessary
language will bring people more opportunities to get achievements in their life.
Besides, the demand for learning English worldwide, particularly in Vietnam is
so great that many people are now making a point of learning it. That is why English is
chosen as Vietnamese’s compulsory foreign language subject.
For Vietnamese learners of English, particularly advanced learners, knowing
and understanding metaphors is a significant step to mastering this language. The more
fluently and accurately Vietnamese learners can use English metaphorical expressions,
the more successfully they can deal with the language of English in literature as well
as in real life. Moreover, when studying one language, it is necessary not only to study
vocabulary, grammar, skills but also to know how to use language in a natural way. It
is an interesting fact that metaphor is specially used in daily life in any language. It
reflects distinctive features of each language, so it can be the bridge linking the soul of
different nations. Thus, it should open doors to friendly atmosphere on the part of both
native and non-native speakers, which leads to global mutual understanding in
cultures, customs, traditions and behaviors as well - the key factor to avoid culture
shocks during international communication.
Metaphor has been studied and viewed at different angles by numerous
scholars. It is still a controversial topic which attracts people’s interest. Friendship is
one of the abstract domains that is not easy to understand and explain, thus, it can be
seen in various ways. Speakers of different languages have their own ways to
understand and explain the concept “friendship”. As a result of various ways people
use in attempt to talk and explain about their different experiences with friendship,
plentiful metaphor expressions describing this emotion appear. As an English learner

who has much interested in metaphors, the author decides to choose the topic “A
Study on Conceptual Metaphors of Friendship in English and Vietnamese” as the
study of her graduation thesis.
Hopefully, the study, to some extent, can make a small contribution to
understanding about the metaphors in general and the metaphors referring to
friendship in particular.
1.2. AIMS OF THE STUDY
The aims of the study are as follows:
 Provide a better understanding of cognitive linguistics with fundamental
understandings about metaphor referring to friendship.
 Improve the quality of teaching and learning metaphor, especially conceptual
metaphor at school.
In order to reach these aims above, the study has to achieve the following objectives:
 To study the meanings of friendship metaphors in English and Vietnamese
equivalents, and then to find out the similarities, differences between English
and Vietnamese metaphor referring to friendship and distinction between
English and Vietnamese culture through those metaphors.
 To provide some techniques that can help in teaching and suggested exercises in
learning friendship metaphor.
To fully achieve these aims, the study has to answer questions:
 What are the common friendship metaphors used in English and Vietnamese?
 Why is friendship metaphorically understood and talked in such ways?
 How to teach and translate English by using metaphor from the elementary to
advanced level?
1.3. SCOPE OF THE STUDY
The study concerns about friendship metaphors in English and Vietnamese.
However, “A Study on Conceptual Metaphors of Friendship in English and


Vietnamese” is a broad topic. As a graduation paper, it is impossible to cover all kinds

of friendship metaphors. Thus, the study only focuses on two common friendship
metaphors in English in the view of cognitive linguistics. A contrastive analysis of
friendship metaphors in English and Vietnamese would be another research at a higher
level.
Activities and exercises presented in Chapter 4 only serve as samples to illustrate
how to teach and translate English for learners at intermediate level to advanced level.
1.4. METHODS OF THE STUDY
To carry out this research, the author used both quantitative and qualitative
methods. The following instruments have been utilized:
- Inductive investigating and analyzing methods
- Collecting/Gathering data
- Analysis and synthetic methods
1.5. DESIGN OF THE STUDY
There are five main chapters in this graduation thesis.
Chapter 1: Introduction
This chapter deals with the rationale, aims, scope, methods and design of the study.
Chapter 2: Literature review and theoretical background
In this chapter, the author would like to briefly present literature review about
cognitive linguistics, some general knowledge about metaphor, source domain and
target domain, characteristic features of metaphor in the light of cognitive linguistics.
Chapter 3: A study on conceptual metaphors of friendship in English and
Vietnamese
This chapter will present the methodology adopted to collect data for the research,
which includes the description of research questions, setting, instrumentations, and


data collection techniques. This chapter will also present and discuss the results and
findings of the study.
Chapter 4: Some suggestions for using friendship metaphors in teaching and
learning English

Some implications for teaching and learning English will be suggested in this
chapter.
Chapter 5: Conclusion
This chapter will summarize what have been presented in the thesis and also offer
some suggestions for further research.
The references is placed at the end of the study.


CHAPTER 2
LITERATURE REVIEW AND THEORETICAL
BACKGROUND

In this chapter, the author would like to briefly present about literature review,
some general knowledge about cognitive linguistics, conceptual metaphor, source
domain and target domain, characteristic features of metaphor in the light of cognitive
linguistics as well as the relations between culture and metaphor.
2.1. LITERATURE REVIEW
Cognitive linguistics in general and conceptual metaphor in particular are new
trends of studying that attracted many researchers. Up to now, there have been a lot
researches related to cognitive linguistics or conceptual metaphor are conducted such
as “The Metaphor of Love in English and Vietnamese” by Huong, .P (2011), “A Study
in English and Vietnamese Metaphors of Marriage” by Loan, .H (2013). Some
investigations about metaphors are also carried out, e.g “An Investigation Into
Conceptual Metaphor for Life, Death and Time in English and Vietnamese” by Trinh,
.Nguyen (2010).
As mentioned above, a great number of research and studies on metaphor as well
as conceptual metaphor about love, marriage, time, etc are conducted. However, to the
researchers’ knowledge, there is no evidence that any research on conceptual metaphor
of friendship has been conducted up to now. Therefore, a study on conceptual
metaphors of friendship in English and Vietnamese is chosen as the subject matter of

the author’s study to make the matter clearer.
2.2. AN OVERVIEW OF COGNITIVE LINGUISTICS
Cognitive linguistics is a linguistic trend in the 1980s of the twentieth century
with the central task is of studying the relationship between language and human
thinking, researching how people perceive the world (the real world, non-real world)
through the lens of language and culture. Therefore the object of study of cognitive
linguistics is not only the phenomenon which can be observed directly to be, but also


the phenomenon that can not be observed directly as knowledge, spirits, wills etc.,
which are called spiritual symbols.
Language is traditionally considered as the human capacity for acquiring and
using complex systems of communication, and a language is any specific example of
such a system. The scientific study of language is called linguistics. However,
language is viewed by cognitive linguistics as “language is based in our experience the
world… language is closely related to what goes on in our minds when we look at the
things and situations around us and form mental images of them” (Radden .G &
Divren .R,[8:23]). Cognitive linguists views meaning in terms of conceptualization.
Instead of viewing meaning in terms of models of the world, they view it in terms of
mental spaces.
In short, cognitive linguistics is the product of cognition, the product of the
process in which human being experience the metal and physical world, as well as a
means of cognition, a means that helps us become aware or gain knowledge of
something.
2.3. CONCEPTUAL METAPHOR
2.3.1. Metaphor in traditional views
Metaphor has traditionally been viewed as one of the figures of speech, a
rhetorical device or a stylistic device used in literature to achieve as aesthetic effect.
According to Lakoff & Johnson [2:5], metaphor has been thought to be “a matter of
extraordinary rather than ordinary language”.

There have been numerous linguistic definitions of metaphor. Nguyen, H
[3:106] states that “metaphor is the transference of meaning from one object to another
based on similarity between these two objects”. He explains that speakers of a
language compare one object with another, and if they find some common features
between the two objects, they will call the second by the name of the first. This
viewpoint is supported by Do, H.C [1:87] as he defines metaphor as the “symbol name
of one object, which is based on the similarity, realistic or imaginary, between the
identified object called “A” and the object called “B” of which the name is transferred
to “A”.


Another viewpoint on metaphor belongs to Dinh,T.L, [3:5-6]: “metaphor is the
transference of meaning from one object to another based on similarity between these
two objects”.
In short, from these traditional views above, metaphor is a hidden comparison
and transference of name of one thing for another, and it is a linguistic means used by
writers to serve the purposes of creating certain effects in their work.
2.3.2. Metaphor in the light of cognitive linguistics
Language is traditionally believed to open the gate into the world around us.
However, language is viewed by cognitive linguistics as a product of cognition, a
means that helps reveal human being mental world and secrets of cognitive processes.
Metaphor in the light of cognitive linguistics is not only used in poems and prose
but also in daily life language. According to Lakoff & Johnson [2], metaphors are
common in everyday language. In everyday speech, there are plentiful metaphors
whose existence we are even not aware of. For example, when someone talks about
their friendship, it is not difficult for us to hear sentences like: “Your true friendship
will bloom soon if you know how to nurture and cultivate carefully”. The existent of
metaphor in this sentence is “FRIENDSHIP IS A PLANT”. Or someone can talk
“Mending a broken friendship is not easy”. Friendship here is considered as a building
that can be mended. That is a phenomenon of metaphor.

When discussing about metaphor, most cognitive linguistics view it as a product
of cognition, a means that helps reveal human being mental world and secrets of
cognitive processes. As can be seen, metaphors are used in every day language that we
do not usually notice. In the light of cognitive linguistics, it appears both in literature
and in daily life. That is why Lakoff & Johnson [2] stated it as a matter of
extraordinary rather than ordinary language.
Additionally, according to Lakoff & Johnson [2:3], “metaphor is pervasive in
everyday life, not just in language but in thought and action”. It means that metaphor
is a matter of human thought processes and it exists in our conceptual system, not only
a matter of language or in the words we use. More importantly, they say that what
makes it possible “for the appearance of metaphors as linguistic expressions is the fact
that there are metaphors in a person’s conceptual system” and “we talk about things


metaphorically because we conceive them that way, and we act according to the way
we conceive of things” (Lakoff & Johnson, [2:5-6]). This viewpoint is shared by
Barcelona who states that metaphor is the cognitive mechanism whereby one
experiential domain is partly mapped of projected onto a different experiential domain,
the second domain is then partially understood in terms of the first domain (in Nguyen,
H, [3]).
In short, metaphor in cognitive linguistics is considered as a mechanism by
which people understand and explain about the real world. More specifically,
metaphor is “understanding and experiencing one kind of thing in terms of another”
(Lakoff & Johnson, [2:6]). In order to help people comprehend complex concepts
easily, people tend to refer to another concept that we call “metaphor”.
2.3.3. Conceptual Metaphor
Conceptual metaphor theory, sometimes called Cognitive metaphor theory, was
developed by researchers within the field of cognitive linguists. It became widely
known with the publication of Metaphors We Live By, by Lakoff & Johnson, in 1980.
Conceptual metaphor theory has since been developed and elaborated.

In cognitive linguistics, conceptual metaphor refers to the understanding of one
conceptual domain in term of another domain. For Radden & Divren [8:16] conceptual
metaphor is viewed as “a means of understanding abstract domains by relating them to
better-known domain and experiences in the physical world”. Conceptual metaphors
are seen in language in our everyday lives. They shape not just our communication,
but also shape the way we think and act. In Lakoff & Johnson’s work Metaphors We
Live By [2], we see how everyday language is filled with metaphors we may not
always notice. An example of one of the commonly used conceptual metaphors is
“FRIENDSHIP IS A BUILDING”. This metaphor shapes our language in the way we
view friendship as a building. It is not uncommon to hear someone say “I want to
build a strong friendship” or “A broken friendship is never mended”. Friendship can
be seen in other ways, but we use this concept to shape the way we think of friendship.
2.3.3.1. Source domain and target domain
In one conceptual metaphor, it is important to identify two conceptual domains:
the source domain and the target domain. The conceptual domain from which we draw


metaphorical expressions to understand another conceptual domain is called source
domain, while the conceptual domain that is understood this way is the target domain.
In other words, the source domain is usually concrete and based on sensory experience
(i.e., journey, war, building, plant, etc). Meanwhile, the target domain is normally
abstract and quite difficult to understand (i.e., love, argument, friendship, life, etc).
For example, in the case of the metaphor “FRIENDSHIP IS A PLANT”,
FRIENDSHIP is the target domain whereas PLANT is the source domain. If we map
PLANT onto FRIENDSHIP, the two domains correspond to each other in a way which
enables us to interpret FRIENDSHIP as a PLANT. Or when we say “LOVE IS A
JOURNEY”, it means that the source domain is JOURNEY while the target domain is
LOVE. Because FRIENDSHIP and LOVE are abstract concepts, therefore, we have to
use the concrete concepts that have the same characteristics with these abstract ones to
explain easier.

2.3.3.2. Mapping
In order to explain abstract concept, speakers of a language make use of existing
linguistic categories and extend their meanings. The cognitive process that relates
literal meanings to extended meanings is called “mapping”. A mapping is the
systematic set of correspondences that exist between constituent elements of the
source and the target domain. Many elements of target concepts come from source
domains and are not pre-existing. To know a conceptual metaphor is to know the set of
mappings that applies to a given source-target pairing. The same idea of mapping
between source and target is used to describe analogical reasoning and inferences.

2.4. Metaphor and culture
2.4.1. Relations between metaphor and culture
Culture and language have a close relationship and can be inseparable. Language
is the vehicle of culture and culture is contained in the language. It has been said that
language is the crystallization of national culture, through language, culture is stored
and transmitted in the future. The transformation and the development of language
always go parallel with the change and development of culture. Therefore, if we want
to study culture, we first have to study language, and of course, if we want to go
deeper into the language, we also have to focus on culture.


As can be seen, metaphor is an important part of language. According to Lakoff
& Johnson [2: 3], “[…] metaphor is pervasive in everyday life, not just in language but
in thought and action”, and “our ordinary conceptual system, in terms of which we
both think and act, is fundamentally metaphorical in nature”. They believe that
metaphor is not only a linguistic phenomenon but instead a conceptual and experiential
process which reflects our way of thinking and reasoning and structures the way we
perceive the world. Metaphor is common to all languages and cultures. There is no
culture without metaphor. Although the use of metaphor is universal, the choice of
metaphor for interpreting the world may be cultural-specific. Other cultures may

interpret the same matter with different metaphors which may be poles apart.
Therefore, conceptual metaphors expressed in language can serve as an indicator of
culture.
2.4.2. Dimensions of metaphor variation
According to Kövecses [6], there are two dimensions of metaphor variation: the
cross-cultural dimension and the within-culture dimension.
2.4.2.1. Cross-cultural dimension of metaphor variation
The most obvious dimension along which metaphors vary is the cross-cultural
dimension. Variation in this dimension can be found in several distinct forms.
Kövecses [6:186] believes that cross-cultural variation in metaphors is mainly caused
by the broader cultural context, which refers to “the governing principles and the key
concepts in a given culture”, and the natural and physical environment in which a
cultural is located. One kind of the cross-cultural variation is called “congruence” by
Kövecses [6:207]. For example, in case of metaphor THE ANGRY PERSON IS A
PRESSURIZED CONTAINER, what is extremely important about this conceptual
metaphor is that it functions at an extremely general level. The metaphor does not
specify many things that could be specified. It does not say what kind of container is
used, how the pressure arises, whether the container is heated or not, what kind of
substance fills the container (liquid, substance or object) and so on. The metaphor
constitutes a generic schema that gets filled out by each culture that has the metaphor.
When it is filled out, it receives unique cultural content at a specific level. In other
words, “a generic-level conceptual metaphor is instantiated in cultural-specific ways at
a specific level”. (Kövecses, [6:207]). This is one kind of cross-cultural variation.


There are also alternative metaphors. “There can be differences in the range of
source domains that languages and cultures have available for the conceptualization of
particular target domains. This is what commonly happens in the case of emotion
concepts as target.” (Kövecses, [6:208]). For instance, Chinese shares with English all
the basic metaphorical source domain for happiness: UP, LIGHT. A metaphor that

Chinese has, but English does not, is HAPPINESS IS FLOWERS IN THE HEART.
The application of this metaphor reflects “the more introverted character of Chinese”
(Ning Yu [4:66]). He sees this conceptual metaphor as a contrast to the English
metaphor BEING HAPPY IS BEING OFF THE GROUND, which does not exist in
Chinese at all and which reflects the relatively “extroverted” character of speakers of
English (especially American).
2.4.2.2. Within-cultural dimension of metaphor variation
“Languages are not monolithic but come in varieties that reflect divergences in
human experience”. (Kövecses, [5: 161]). Metaphors vary not only across different
cultures but also within cultures. According to Kövecses, several dimensions including
social, regional, ethnic, stylistic, subculture, diachronic, developmental and individual
dimensions cause the variation within cultures.
2.4.3. Variation in metaphorical linguistic expressions
As mentioned above, metaphors can be found across different cultures and
different varieties of the same language. Metaphors also show variation in the
metaphorical linguistic expressions which are anchored in a respective metaphor. “If
two languages share the same conceptual metaphor, the linguistic expression of the
conceptual metaphor in the two languages may follow a variety of different patterns.”
(Kövecses [5: 165])
2.4.4. Metaphor and socio-cultural experience
According to Kövecses [6], socio-cultural experience also shapes
our metaphors. Firstly, metaphors we produce are influenced by the specific
experiences provided by the environment, the socio-cultural context and the
communicative situation that are specific to certain groups of people or individuals.
Secondly, metaphors are shaped by the history of context and/or the history of an
individual. These variations in histories of context and individuals across time bring


variation in metaphors. Thirdly, the diverse concerns and interests that govern our life
also affect the metaphors we employ to understand the world around us.

To sum up, we have had an overall review about cognitive linguistics and its
elements. Besides, the differences about traditional metaphor and metaphor in the light
of cognitive linguistics are also presented. Moreover, we have a quick look at the
relationship between metaphor and culture as well as its influences.


CHAPTER 3
A STUDY ON CONCEPTUAL METAPHORS OF FRIENDSHIP
IN ENGLISH AND VIETNAMESE

Friendship is a popular topic in daily life. Because people use their everyday
experiences to conceptualize friendship and “many of our experiences …are
metaphorical in nature” (Lakoff & Johnson, [2:180]), a great deal of metaphors of
friendship appear in language such as FRIENDSHIP IS A BUILDING, FRIENDSHIP
IS AN LIVING ORGANISM, FRIENDSHIP IS A JOURNEY, FRIENDSHIP IS A
VALUE COMMODITY, FRIENDSHIP IS A PLANT…, etc.
In what follows, the author will explore just two of the metaphors employed in
understanding different aspects of friendship, FRIENDSHIP IS A PLANT and
FRIENDSHIP IS A BUILDING. The aim of the study is to discuss whether or not
these metaphors in English can be attested in Vietnamese. To achieve this aim, the
author will address the three following questions:
 Do FRIENDSHIP IS A PLANT and FRIENDSHIP IS A BUILDING exist in
both English and Vietnamese?
 What are the representations of these metaphors in English and Vietnamese?
 Why is friendship metaphorically understood and talked about in such ways?”
There can be found various metaphorical expressions in English. However, it is
out of question to make a full list of those expressions. The author therefore has made
a decision to look at English expression of the metaphor, try to find similar expression
in Vietnamese and then attempt to explain what makes it possible for the appearance
of those linguistic expressions of the metaphors FRIENDSHIP IS A PLANT and

FRIENDSHIP IS A BUILDING.
3.1. FRIENDSHIP IS A PLANT
A friend is someone who cherishes the special moments and memories of life
with another person. A friend is a trustworthy companion. Friendship is a relationship
which takes time to build. There are many steps and stages to achieving a true


friendship. One can think building a friendship is like planting a plant. First of all, we
have to choose the good seeds, and then it takes time to grow. This process certainly
has to face bad weather and insect, etc. Devotion and patience are also required during
this work. Eventually, the most beautiful flowers are what we get. Similarly, before
developing a friendship, we firstly must choose the person who can share a lot of
similar things with us. In order to keep the substance in this relationship, each member
has to know how to forgive, support and of course - encourage, because there are a lot
of hardships and struggles that can make our friendship “fade”. After a long time, with
the careful nurture, we have our own true friendship, and this is the special gift we get
in our lives.
3.1.1. Sowing the seeds of friendship
Firstly, the seed is planted. Plants grow from the seeds. The seed builds the
foundation of a strong and stable plant. A plant could only sprout when it is sown from
a good seed. Friendship is similar. When we start a friendship, the most important
thing is that we have to choose the good seeds, it means that we have to find someone
who share our passion for sports, hobbies, religion, movies, music, books, life style or
perspective. Friends are the people who go along with us in the rest of our life. J.
Delile said that "Fate makes parents, choice makes friends". Therefore, friendship is
always a choice. When we understand the true value of friendship, we will know how
to choose and sow the seeds carefully.
(1) Sowing the seeds of friendship.
www.child-encyclopedia.com
(2) Planting the seeds of friendship.

www.herewearewithluci.com, May 07, 2009
(3) Seeding the friendship infrastructure.
soardreamfrance.typepad.com, January 1, 2014.
(4) Trong sự cô đơn, trong đau ốm, trong bối rối – nhận thức về tình bạn khiến
ta có thể bước tiếp, thậm chí ngay cả khi bạn ta bất lực không thể giúp ta. Họ ở
đó là đủ rồi. Tình bạn khơng phai nhạt bởi không gian hay thời gian, bởi sự


giam cầm của chiến tranh, bởi đau khổ hay sự im lặng. Chính trong những thứ
đó mà nó bắt rễ sâu nhất. Chính những thứ đó mà nó nở hoa. (In loneliness, in
sickness, in confusion – the mere knowledge of friendship makes it possible to
endure event if the friendship is powerless to help. It is enough that they exist.
Friendship is not diminished by distance or time, by imprisonment or war, by
suffering or silence. It is in these things that it roots deeply. It is these things
that it flowers).
-Pam Brown(5) Nhánh rễ quan trọng nhất của một tình bạn đẹp và bền vững là lòng tin, sự
chân thành và hợp cạ.
, August 5, 2010.
It is extremely essential to be capable of making proper choices in life
especially when we are interested in choosing the group of friends we want to support
and be with for the rest of our lives. Choosing proper friends is a bit difficult task but
not impossible. Benefits that friendships bring to us are huge. When we sow the seed
of friendship, especially true friendship, we certainly receive the flowers of happiness,
(6) Khi gieo hạt giống của tình bạn, chúng ta sẽ gặt hái được những bông hoa
của niềm vui.
-Lois L.Kaufman(7) Enda and unions miles apart but seeds of new friendship take root.
www.independent.ie, November 30, 2011
(8) Vì thế, ta hiểu rõ được giá trị của tình bạn và ươm cây tình bạn một cách
cẩn thận.
.

(9) For some, sowing the seeds of friendship is easy and happens naturally.
www.motherforlife.com, January 10, 2011


(10) Any place where people share a common interest is a good breeding
ground for true friendships to be forged.
www.lifecoachexpert.co.uk, March 17, 2013
3.1.2. Growing up friendship
Friendship looks like a plant. It needs time to grow and develop. It is a process
of getting to know more and more about your friends. True friendship is a plant of
slow growth. When we grow a plant, from its germination until it has a hard body with
twigs and leaves is a long process. Friendship also has to experience the same period.
When the seeds of friendship have germinated, be nurtured, cultivated carefully, it will
have enough power to grow. It is not merely in order to evaluate the growth of
friendship, because it needs a long time.
Friends are companions who overcome all difficulties and challenges in life
with us. In this relationship, things are not always smooth. There will be time we
disagree or quarrel with each other. But above all, we sympathize and understand
more. Through these difficulties, we just realize how important friendships are, and the
pride into our friendship forever remains.
Every friend is important and their importance is known to us when certain
situations arise. They can only be solved by our friends. One can never feel lonely in
this world if he or she is surrounded by true friends. On the other hand, loneliness
prevails in the lives of those who do not have friends despite billions and billions of
people being present in the world. It has been truly said that “A friend in need is a
friend indeed.”
(11) Một tình bạn thân thiết đã nảy mầm giữa một doanh nhân và một anh quét
rác.
Kinhdoanh.vnexpress.net, December 4, 2009
(12) Tình bạn cứ thế lớn dần theo năm tháng đến nỗi chuyện buồn vui gì trong

cuộc sống cũng đều chia sẻ.
www.m.nguoiduatin.vn.


(13) Developing a meaningful friendship takes time but can truly enhance your
life.
www.lifecoachexpert.co.uk, March 17, 2013
(14) True friendships is a plant of slow growth.
-George WashingtonFriendship is very important to a person's emotional well-being.
Deep and meaningful friendships often have to be nurtured and take time and effort to
cultivate. It takes time for people to get to know and to understand you and vice versa.
Proper friendship is about a mutual understanding of each other's interests, personal
qualities and how that might fit into each of our lives and, like any good relationship,
this does not happen in one or two days. It is not easy to have a true friendship, but if
we keep the important elements in mind, we can have a deep, long-lasting one that is
fulfilling for both parties.
3.1.3. Facing hardships in friendship
Like a plant which has to face bad weather, insects, barren soil, and so on, the
process to build up an eternal friendship always overcomes a lot of obstacles and
hardships. Sometimes we feel tired, not healthy enough to hold on this friendship, and
we let it go. Although we have tried to nurture and cultivate, the gnawing of insects
harms the growth of friendship plant. Confusion, argument and misunderstanding
accidentally kill this relationship. A weak tree will not be able to overcome its
difficulties or harsh weather. And a friendship will be so hard to be long lasting
without challenges...
(15) ... bởi nếu bạn để lâu, con sâu đó sẽ gặm nhấm và làm cho cây tình bạn
thui chột.
, October 05, 2010
(16) Tự khép mình và chỉ biết quy mọi cái về cho mình sẽ làm cho tình bạn
không thể nảy nở được.

-Pythagore-


(17) Tình bạn sẽ chẳng đẹp và chẳng thăng hoa nếu thiếu đi sự tiến bộ và cố
gắng cùng nhau vươn lên của những người bạn.
www.blog.zing.vn, June 18, 2013.
(18) Một mơi trường khơng được phép phát triển một tình u chan hịa với
bạn hữu, dù chung hay riêng, thì đều là môi trường chết.
www.simonhoadalat.com.
It is really terrible when our friendship fades or dies gradually. Incredulity,
deception, selfishness and misunderstanding are “insects” and “terminates” that make
the plant of friendship not develop and be killed slowly day by day. Nobody wants to
let a friendship die off, but if it happens, we maybe lose some friends and it is
unavoidable.
(19) When a friendship is slowly dying... (Khi tình bạn đang dần chết..)
www.washingtonpost.com, April 16, 2012
(20) If there is no seed of trust and faith in the soil, the tree of friendship can
not stand long.
www.shilpagupta.expertscolumn.com
(21) When friendships fade. (Khi tình bạn phai nhạt)
www.smh.com.au, May 28, 2013
(22) Chia tay bạn ra về, tôi chợt nhận ra rằng tình bạn ấy đã phai nhạt từ lâu
lắm rồi.
www.me.zing.vn, August 09, 2013
3.1.4. Nurturing friendship
Friendship is like flowers or saplings. Flowers only bloom and plants grow only
when they are cultivated, taken care of and watered daily. Friendship will be beautiful
and sustainable when everyone knows how to cultivate, take care and nurture it.