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Translation and Foreign Language Learning

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ArticleMulti-perspective Studies of Foreign Languages Learning http://dx.doi.org/10.26855/tfll.2025.10.027

A Metaphorical Study of Emily Dickinson’s View of Love in Her Poems—A Case Study of Seaweeds and Pearls

Xinyan Liu

Fujian Normal University, College of Foreign Languages, Fuzhou 350007, Fujian, China.

*Corresponding author: Xinyan Liu

Published: October 31,2025

Abstract

This thesis explores the intricate landscape of metaphors of love in Emily Dick-inson’s poetry collection Seaweeds and Pearls through the lens of cognitive linguistics. By constructing a focused corpus and employing corpus analysis techniques, the study delves into Dickinson’s distinctive metaphorical portrayals of love, categorizing these portrayals into Natural Elements, Precious Stone, Auditory Experiences and Religious & Emotions Concepts. Through a meticulous examination of selected poems, the analysis reveals Dickinson’s subtle understanding of love, underscoring the connection between metaphorical language and cognitive processes. These metaphorical patterns reveal that, for Dickinson, metaphor served as the fundamental cognitive bedrock for constructing her worldview and articulating the architecture of human emotion. Dickinson’s metaphors not only illustrate the complexity and multifaceted nature of love but also bring to light the underlying gender dynamics and traditional views present in her poetry. This research contributes to the understanding of how cognitive linguistics can illuminate the meaning of poetic metaphors, offering deep insights into Dickinson’s metaphorical landscape and its implications for love’s conceptual-ization.

Keywords

Emily Dickinson; love; metaphor; cognitive linguistics

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How to cite this paper

A Metaphorical Study of Emily Dickinson’s View of Love in Her Poems—A Case Study of Seaweeds and Pearls

How to cite this paper: Xinyan Liu. (2025). A Metaphorical Study of Emily Dickinson’s View of Love in Her Poems—A Case Study of Seaweeds and Pearls. Translation and Foreign Language Learning1(3), 554-558.

DOI: http://dx.doi.org/10.26855/tfll.2025.10.027