母语迁移对EFL学习者隐喻输出的制约——以中国非英语专业大学生的英语习作为例
|
摘要
目前针对二语隐喻输出的研究大多着眼于二语能力与隐喻输出的关系,几乎无人从"母语迁移",即母语是如何分别从语言和概念正负迁移两个方面具体影响二语隐喻输出的角度进行探究。本研究以165名非英语专业大学生在英语阶段性测试中的习作为例,分析该群体在实际语言使用中的隐喻输出情况,研究发现:隐喻输出的数量和质量与作文题目无关,但与学生的二语水平及其对隐喻的掌握程度有关;EFL学习者对隐喻的掌握受母语迁移影响明显,其中最主要的是概念负迁移对隐喻输出所造成的制约;EFL学习者英语水平越高,其作文中的隐喻密度越大,输出的正确隐喻越多。以上结论也为EFL写作教学提供了一些启示。
Up till now, most of the researches on L2 metaphor production have focused on the relationship between L2 proficiency and metaphor production, but rarely on how L1 linguistic and conceptual transfer positively or negatively affects L2 metaphor production. This paper tries to explore the Chinese EFL learners' metaphor production in actual language use by analyzing the compositions of 165 non-English majors in an English periodical test. The results show that the quantity and quality of metaphor production are independent of the writing topics, but related to the students' L2 proficiency and their mastery of metaphor. EFL learners' metaphorical competence is obviously influenced by L1 transfer, and the most important factor is the constraint of conceptual negative transfer. The higher proficiency of their English, the greater the metaphorical density is in their composition, and accordingly the more correct metaphors are output. The above conclusions also provide some inspirations for teaching EFL writing in China.
Up till now, most of the researches on L2 metaphor production have focused on the relationship between L2 proficiency and metaphor production, but rarely on how L1 linguistic and conceptual transfer positively or negatively affects L2 metaphor production. This paper tries to explore the Chinese EFL learners' metaphor production in actual language use by analyzing the compositions of 165 non-English majors in an English periodical test. The results show that the quantity and quality of metaphor production are independent of the writing topics, but related to the students' L2 proficiency and their mastery of metaphor. EFL learners' metaphorical competence is obviously influenced by L1 transfer, and the most important factor is the constraint of conceptual negative transfer. The higher proficiency of their English, the greater the metaphorical density is in their composition, and accordingly the more correct metaphors are output. The above conclusions also provide some inspirations for teaching EFL writing in China.
引文
[1]Charteris-Black,J.Second language figurative proficiency:A comparative study of Malay and English[J].Applied Linguistics,2002(1):104-133.
[2]Johnson,J.M.Metaphor interpretations by second language learners:Children and adults[J].Canadian Modern Language Review/La Revue Canadienne Des Langues Vivantes,1996(1):219-241.
[3]Kroll,J.F.,Michael,E.,Tokowicz,N.&R.Dufour.The development of lexical fluency in a second language[J].Second Language Research,2002(2):137-171.
[4]Lakoff,G.&M.Johnson.Metaphors We Live By[M].Chicago:University of Chicago Press,1980.
[5]Littlemore,J.,Krennmayr,T.,Turner,J.&S.Turner.An investigation into metaphor use at different levels of second language writing[J].Applied Linguistics,2014(2):117-144.
[6]Pragglejaz Group.MIP:A method for identifying metaphorically used words in discourse[J].Metaphor&Symbol,2007(1):1-39.
[7]Todd,Z.&G.Low.A selective survey of research practice in published studies using metaphor analysis[A].In L.Cameron&R.Maslen(eds.).Metaphor Analysis:Research Practice in Applied Linguistics,Social Sciences and the Humanities[C].London:Equinox,2010:26-41.
[8]陈映戎.二语高熟悉度隐喻的产出研究:联想学习视角[J].浙江师范大学学报(社会科学版),2017(3):89-95.
[9]江韦韦.基于语料库的中国英语专业学生英语写作中的隐喻使用情况研究[D].东南大学,2016.
[10]姜孟.英语专业学习者隐喻能力发展实证研究[J].国外外语教学,2006(4):27-34.
[11]李艳.中国英语学习者新奇隐喻产出特征研究[J].外国语文,2015(4):54-58.
[12]刘振前,石磊.中国大学生情感、动作隐喻产出对比研究[J].山东外语教学,2013(6):8-15.
[13]石进芳.母语概念迁移能力、隐喻能力与语言水平的发展关系研究[J].外语教学理论与实践,2012(3):57-63.
[14]石进芳,唐斌.二语学习者隐喻性词义知识考察---基于语料库的人体多义词对比研究[J].西安外国语大学学报,2018(3):18-23,128.
[15]王鲁男,董保华.隐喻语际迁移研究[J].外语与外语教学,2006(12):1-4.
[16]魏耀章,苑冰.创造力和中国英语学习者隐喻生成能力的相关研究[J].西安外国语大学学报,2009(4):80-84.
[17]徐知媛,赵鸣.不同英语水平学习者隐喻理解策略研究[J].现代外语,2014(3):400-409.
[18]钟兰凤,陈希卉.学术英语隐喻产出能力研究[J].现代外语,2015(3):386-395.
[2]Johnson,J.M.Metaphor interpretations by second language learners:Children and adults[J].Canadian Modern Language Review/La Revue Canadienne Des Langues Vivantes,1996(1):219-241.
[3]Kroll,J.F.,Michael,E.,Tokowicz,N.&R.Dufour.The development of lexical fluency in a second language[J].Second Language Research,2002(2):137-171.
[4]Lakoff,G.&M.Johnson.Metaphors We Live By[M].Chicago:University of Chicago Press,1980.
[5]Littlemore,J.,Krennmayr,T.,Turner,J.&S.Turner.An investigation into metaphor use at different levels of second language writing[J].Applied Linguistics,2014(2):117-144.
[6]Pragglejaz Group.MIP:A method for identifying metaphorically used words in discourse[J].Metaphor&Symbol,2007(1):1-39.
[7]Todd,Z.&G.Low.A selective survey of research practice in published studies using metaphor analysis[A].In L.Cameron&R.Maslen(eds.).Metaphor Analysis:Research Practice in Applied Linguistics,Social Sciences and the Humanities[C].London:Equinox,2010:26-41.
[8]陈映戎.二语高熟悉度隐喻的产出研究:联想学习视角[J].浙江师范大学学报(社会科学版),2017(3):89-95.
[9]江韦韦.基于语料库的中国英语专业学生英语写作中的隐喻使用情况研究[D].东南大学,2016.
[10]姜孟.英语专业学习者隐喻能力发展实证研究[J].国外外语教学,2006(4):27-34.
[11]李艳.中国英语学习者新奇隐喻产出特征研究[J].外国语文,2015(4):54-58.
[12]刘振前,石磊.中国大学生情感、动作隐喻产出对比研究[J].山东外语教学,2013(6):8-15.
[13]石进芳.母语概念迁移能力、隐喻能力与语言水平的发展关系研究[J].外语教学理论与实践,2012(3):57-63.
[14]石进芳,唐斌.二语学习者隐喻性词义知识考察---基于语料库的人体多义词对比研究[J].西安外国语大学学报,2018(3):18-23,128.
[15]王鲁男,董保华.隐喻语际迁移研究[J].外语与外语教学,2006(12):1-4.
[16]魏耀章,苑冰.创造力和中国英语学习者隐喻生成能力的相关研究[J].西安外国语大学学报,2009(4):80-84.
[17]徐知媛,赵鸣.不同英语水平学习者隐喻理解策略研究[J].现代外语,2014(3):400-409.
[18]钟兰凤,陈希卉.学术英语隐喻产出能力研究[J].现代外语,2015(3):386-395.