英语情绪类语块认知隐喻研究
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摘要
本文利用认知隐喻理论,以卓坦科沃斯克情绪五阶段认知模型为理论依据,对英语情绪类语块的概念意义加以阐述。
英语情绪类语块是语言使用者大脑中对表达情绪的,具有不同新鲜度的英语语言材料加以整体认知的多词单位。它可以从构造、语义、语用三个角度进行分类。
英语情绪类语块是个抽象概念,它的认知结构由意象图式、一般特征和具体特征构成,可表示为：{英语情绪类语块概念意义}=[意象图式][一般特征][具体特征]。意象图式是蕴藏于人类大脑底层的抽象结构,它是存在于我们的感知和身体运作程序中一种反复出现的动态模式,它使得我们的身体经验具有了结构和连贯性。
卓坦科沃斯克把情绪概念化为五阶段认知模型,它能够很好地映现一个人在情绪未出现、情绪出现、控制情绪、情绪失控、采取行为这一时间序列上的细微变化。它的隐喻基础是容器隐喻,通过容器隐喻发生的时间序列上的物理变化形象地展现一个人从零情绪到再次零情绪过程中的所有细节。这个认知模型对于情绪概念认知结构的建构有重要的启发作用。我们通过这个模型得到了英语情绪类语块认知结构的一般特征,同时,本文也根据此模型抽象出情绪概念的意象图式——容器图式。
英语情绪类语块的一般特征包括：原因、存在、控制、失控、动作。以一种特征表现的语块就是单一特征语块,以两种或两种以上特征表现的语块就是复合特征语块。单一特征语块只有一个情绪单位。复合特征语块具有两个或两个以上情绪单位。情绪单位是指英语情绪类语块内部表达情绪意义的语言形式,它由情绪词来充当。情绪单位有时由一个情绪词充当,有时由两个或两个以上情绪词充当。
英语情绪类语块的具体特征来自于现实生活中具体可见、可感知的事物,例如光与火、热与冷、身体动作或体验、各种可能引发情绪的事物或现象等。这些事物或现象大致可以分为四个方面：第一,物理状态—指与自然环境相关的冷、热、光、电和火等物理现象；第二人—指所有有生命的事物；第三,行为反应—指人处于情绪中的各种身体表现状况,例如“他笑得前仰后合”；第四,原因—指可能导致或产生情绪的事物与现象等。这四方面具体特征可以单独形象地体现情绪类语块的语义特征,也可以结合起来使用。本文选取快乐、气愤、痛苦、害怕、喜欢、吃惊等六种英语情绪类语块进行具体特征的分析。
英语情绪类语块的隐喻类型包括转喻、转喻和隐喻并用、隐喻,它们与死隐喻组合到一起,一共具有七种隐喻类型：死隐喻语块、死隐喻与转喻并用语块、死隐喻与隐喻并用语块、死隐喻与转喻、隐喻并用语块、转喻语块、转喻和隐喻并用语块、隐喻语块。
本文择取来自哈尔滨工程大学、哈尔滨理工大学、黑龙江大学的139名2011级大一新生被试,利用问卷调查法、访谈法,考察他们对上述七种隐喻类型语块的识别与理解情况,得出如下结论：死隐喻语块的识别正确率高于活隐喻语块；不同英语学习水平、不同性别、不同学科的大学生对情绪类语块的识别与理解具有不同的反应。
总之,本文从描写语言学、认知隐喻理论、社会语言学等不同学科、不同角度对英语情绪类语块进行的研究,为各种学科的语块实证研究提供了个案,同时也进一步加深了对语块理论的认识。
The dissertation, based on the Emotion Five-stage Cognitive Model of Zoltan Kovecses, analyses the conceptual meaning of English emotion formulaic sequence.
English emotion formulaic sequence is a poly-word unit with different degree of freshness of English language materials and integral cognition, processed in mind by language users. It can be categorized in three angles:structurally, semantically and pragmatically.
English emotion formulaic sequence is an abstract concept. Its cognitive structure consists of image-schema, general-characteristics and specific-characteristics, which could be indicated as:{conceptual meaning}=[images-schema][general-characteristics][specific-characteristics].Image-schema is held in store at the bottom of human brain, existing in the processing procedure of our feeling and body. It is a recurrent dynamic model, making our body experience with structure and consistency.
Zoltan Kovecses(1990) conceptualized emotion into Five-stage Cognitive Model, which can better reflect the vague change of time series on zero-emotion, emotion-appearance, emotion control, out of control of emotion, take-action of emotion. The metaphor basis of emotion is container metaphor. This model can inspire us to find the general-characteristics of cognitive structure. In the meanwhile, we can draw in an abstract way an image-schema from the model—ontainer schema.
The general-characteristics of English emotion formulaic sequence is:reason, being, control, out of control and action. Formulaic sequence with merely one type of characteristics is single-type, while with two or two above is composite-type. Single-type formulaic sequence has only one emotion unit, and composite-type has two or more than two emotion units. Emotion unit is a lingual form that can express emotion meaning of formulaic sequence, which is acted by emotion word. Emotion unit is sometimes acted by a word, sometimes by two or more than two words.
The specific-characteristics of English emotion formulaic sequence mainly comes from some visible and sensible objects in real lives, such as light and fire, heat and coldness, body actions or experience, extra phenomena that could lead to emotion. These phenomena revealed in four aspects:physical conditions (connected with nature environment), human (related with living organisms), body actions or behaviors, reason (resulting in emotion). These four aspects could separately embody the semantic features of emotion formulaic sequence, and put together into use. This dissertation selected six types of emotion semantic formulaic sequence and put them into analysis on their specific-characteristics.
The metaphor categorization of English emotion formulaic sequence includes metonymy, metaphor, metonymy together with metaphor. When the three types of metaphor is combinated with dead metaphor, it forms seven types of metaphor categories of emotion formulaic sequence:dead-metaphor, dead-metonymy, dead-metaphor, dead-metonymy-metaphor, metonymy, metaphor, and metonymy-metaphor
This dissertation selected139subjects of Grade-2011freshman from Harbin Engineering University, Harbin University of Science and Technology, Heilongjiang University. It investigated through questionnaire and interview their recognition and comprehension about the seven metaphor categories. The conclusion is as follows:the correctness rate of recognition of dead formulaic sequence is higher than that of active formulaic sequence; the three university students with different English levels, different genders, different majors have different reflection on the recognition and comprehension of emotion formulaic sequence.
To sum up, this dissetation researches on English emotion formulaic sequence from structural linguistics, cognitive metaphor theory and sociolinguistics, providing empirical research with a case, in the meanwhile furthering the understanding of formulaic sequence theory.
英语情绪类语块是语言使用者大脑中对表达情绪的,具有不同新鲜度的英语语言材料加以整体认知的多词单位。它可以从构造、语义、语用三个角度进行分类。
英语情绪类语块是个抽象概念,它的认知结构由意象图式、一般特征和具体特征构成,可表示为：{英语情绪类语块概念意义}=[意象图式][一般特征][具体特征]。意象图式是蕴藏于人类大脑底层的抽象结构,它是存在于我们的感知和身体运作程序中一种反复出现的动态模式,它使得我们的身体经验具有了结构和连贯性。
卓坦科沃斯克把情绪概念化为五阶段认知模型,它能够很好地映现一个人在情绪未出现、情绪出现、控制情绪、情绪失控、采取行为这一时间序列上的细微变化。它的隐喻基础是容器隐喻,通过容器隐喻发生的时间序列上的物理变化形象地展现一个人从零情绪到再次零情绪过程中的所有细节。这个认知模型对于情绪概念认知结构的建构有重要的启发作用。我们通过这个模型得到了英语情绪类语块认知结构的一般特征,同时,本文也根据此模型抽象出情绪概念的意象图式——容器图式。
英语情绪类语块的一般特征包括：原因、存在、控制、失控、动作。以一种特征表现的语块就是单一特征语块,以两种或两种以上特征表现的语块就是复合特征语块。单一特征语块只有一个情绪单位。复合特征语块具有两个或两个以上情绪单位。情绪单位是指英语情绪类语块内部表达情绪意义的语言形式,它由情绪词来充当。情绪单位有时由一个情绪词充当,有时由两个或两个以上情绪词充当。
英语情绪类语块的具体特征来自于现实生活中具体可见、可感知的事物,例如光与火、热与冷、身体动作或体验、各种可能引发情绪的事物或现象等。这些事物或现象大致可以分为四个方面：第一,物理状态—指与自然环境相关的冷、热、光、电和火等物理现象；第二人—指所有有生命的事物；第三,行为反应—指人处于情绪中的各种身体表现状况,例如“他笑得前仰后合”；第四,原因—指可能导致或产生情绪的事物与现象等。这四方面具体特征可以单独形象地体现情绪类语块的语义特征,也可以结合起来使用。本文选取快乐、气愤、痛苦、害怕、喜欢、吃惊等六种英语情绪类语块进行具体特征的分析。
英语情绪类语块的隐喻类型包括转喻、转喻和隐喻并用、隐喻,它们与死隐喻组合到一起,一共具有七种隐喻类型：死隐喻语块、死隐喻与转喻并用语块、死隐喻与隐喻并用语块、死隐喻与转喻、隐喻并用语块、转喻语块、转喻和隐喻并用语块、隐喻语块。
本文择取来自哈尔滨工程大学、哈尔滨理工大学、黑龙江大学的139名2011级大一新生被试,利用问卷调查法、访谈法,考察他们对上述七种隐喻类型语块的识别与理解情况,得出如下结论：死隐喻语块的识别正确率高于活隐喻语块；不同英语学习水平、不同性别、不同学科的大学生对情绪类语块的识别与理解具有不同的反应。
总之,本文从描写语言学、认知隐喻理论、社会语言学等不同学科、不同角度对英语情绪类语块进行的研究,为各种学科的语块实证研究提供了个案,同时也进一步加深了对语块理论的认识。
The dissertation, based on the Emotion Five-stage Cognitive Model of Zoltan Kovecses, analyses the conceptual meaning of English emotion formulaic sequence.
English emotion formulaic sequence is a poly-word unit with different degree of freshness of English language materials and integral cognition, processed in mind by language users. It can be categorized in three angles:structurally, semantically and pragmatically.
English emotion formulaic sequence is an abstract concept. Its cognitive structure consists of image-schema, general-characteristics and specific-characteristics, which could be indicated as:{conceptual meaning}=[images-schema][general-characteristics][specific-characteristics].Image-schema is held in store at the bottom of human brain, existing in the processing procedure of our feeling and body. It is a recurrent dynamic model, making our body experience with structure and consistency.
Zoltan Kovecses(1990) conceptualized emotion into Five-stage Cognitive Model, which can better reflect the vague change of time series on zero-emotion, emotion-appearance, emotion control, out of control of emotion, take-action of emotion. The metaphor basis of emotion is container metaphor. This model can inspire us to find the general-characteristics of cognitive structure. In the meanwhile, we can draw in an abstract way an image-schema from the model—ontainer schema.
The general-characteristics of English emotion formulaic sequence is:reason, being, control, out of control and action. Formulaic sequence with merely one type of characteristics is single-type, while with two or two above is composite-type. Single-type formulaic sequence has only one emotion unit, and composite-type has two or more than two emotion units. Emotion unit is a lingual form that can express emotion meaning of formulaic sequence, which is acted by emotion word. Emotion unit is sometimes acted by a word, sometimes by two or more than two words.
The specific-characteristics of English emotion formulaic sequence mainly comes from some visible and sensible objects in real lives, such as light and fire, heat and coldness, body actions or experience, extra phenomena that could lead to emotion. These phenomena revealed in four aspects:physical conditions (connected with nature environment), human (related with living organisms), body actions or behaviors, reason (resulting in emotion). These four aspects could separately embody the semantic features of emotion formulaic sequence, and put together into use. This dissertation selected six types of emotion semantic formulaic sequence and put them into analysis on their specific-characteristics.
The metaphor categorization of English emotion formulaic sequence includes metonymy, metaphor, metonymy together with metaphor. When the three types of metaphor is combinated with dead metaphor, it forms seven types of metaphor categories of emotion formulaic sequence:dead-metaphor, dead-metonymy, dead-metaphor, dead-metonymy-metaphor, metonymy, metaphor, and metonymy-metaphor
This dissertation selected139subjects of Grade-2011freshman from Harbin Engineering University, Harbin University of Science and Technology, Heilongjiang University. It investigated through questionnaire and interview their recognition and comprehension about the seven metaphor categories. The conclusion is as follows:the correctness rate of recognition of dead formulaic sequence is higher than that of active formulaic sequence; the three university students with different English levels, different genders, different majors have different reflection on the recognition and comprehension of emotion formulaic sequence.
To sum up, this dissetation researches on English emotion formulaic sequence from structural linguistics, cognitive metaphor theory and sociolinguistics, providing empirical research with a case, in the meanwhile furthering the understanding of formulaic sequence theory.
引文
34蓝纯.认知语言学与隐喻研究[M].北京：外语教育与研究出版社,2010.第三章,第56页第13行。
35蓝纯.认知语言学与隐喻研究[M].北京：外语教育与研究出版社,2010.第三章,第58页第15行。
36引自卓坦科沃斯克《隐喻与情绪：人类情绪的语言、文化和身体》(Metaphor and Emotion:Language, Culture, and Body in Human Feeling)一书,第59页,译文来自本文作者。
37引自卓坦科沃斯克《情绪概念》(Emotion Concepts)一书,第183-185页,译文来自本文作者。
38(S)表示人；(E)表示情绪：(X)表示行为。
43引自张辉、卢卫中《认知隐喻》一书,第二章,第10页。
44引自张辉、卢卫中《认知隐喻》一书,第二章,第10页。
45引自张辉、卢卫中《认知转喻》一书,第五章,第46页。
46转喻到隐喻的连续体是一个具有不同抽象度的认知阶梯,从转喻、以转喻为基础的隐喻、到实体隐喻、空间隐喻、结构隐喻,它们的认知抽象度越来越高。戴格楠(Deignan)(2005)区分了从转喻到隐喻的五个渐变类型：转喻→来自转喻的隐喻→隐喻中的转喻→基于转喻的隐喻→隐喻。本文将中间的三种类型归并为一种类型：以转喻为基础的隐喻。
47转引自张辉、卢卫中《认知转喻》一书,第四章,第31页。
48转引自束定芳《论隐喻的运作机制》一文。
49引自蓝纯《认知语言学与隐喻研究》一书,第五章,第123页。
50引自蓝纯《认知语言学与隐喻研究》一书,第五章,第122页。
61引自卓坦·科沃斯克《隐喻与情绪：人类情绪的语言、文化和身体》一书,第216-223页,译文来自本文作者。
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[1]Alison Wray. Formulaic Language and the Lexicon[M].Cambridge:Cambridge University Press.2002.
[2]Alison Wray. Formulaic Sequences in Second Language Teaching:Principle and Practice [J]. Applied Linguistics,21 (4) 2000.
[3]Altenberg, B. On the phraseology of spoken English:the evidence of recurrent word combinations [A]. in A.Cowie (ed.):Phraseology:Theory, Analysis and Applications. [C].Oxford:University Press.1996.
[4]Bolander, M. Prefabs, patterns and rules in interaction? Formulaic speech in adult learners'L2 Swedish.[M].Cambridge:Cambridge University Press.1989.
[5]Croft W. Radical Construction Grammar. Syntactic Theory in Typological Perspective [[M].Oxford:Oxford University Press.2008.
[6]De Saussure, F. Course in General Linguistic [M]. Beijing:Foreign Language Teaching and Research Press,2001.
[7]Ellis, R. The Study of Second Language Acquisition[M].Oxford:Oxford University Press..1994.
[8]Folse, K.S.Vocabulary Myths:Applying Second Language Research to Classroom Teaching. [M].Ann Arbor:University of Michigan.2004.
[9]Gibbs,R.W. Semantic analyzability in children's understanding of idioms[J].Journal of Speech and Hearing Research.1991.
[10]Goldberg A. Constructions A Construction Grammar Approach to Argument Structure [M].Chicago University of Chicago Press.1995.
[11]Granger, S. Prefabricated patterns in advanced EFL writing:collocations and formulae [M].Oxford:Oxford University Press.1996.
[12]Hatch, E.& Brown. C. Vocabulary, Semantics and Language Education[M].Cambridge: Cambridge University Press.1995.
[13]John Ayto. WORD ORIGINS. The Hidden Histories of English Words from A to Z. Second Edition. London:A & C Black Publishers Ltd.2005.
[14]Johnson-Laird, P.N. & K.Oatley. The Language of emotions:An analysis of semantic field[J].Cognition and Emotion(3),2001.
[15]Kovecses,Z.&G.Radden. Metonymy:Developing a cognitive linguistic view[J].Cognitive Linguistics 9,1998.
[16]Kovecses, Z. Metaphor of Anger, Pride and Love[M]. Amsterdam:Benjamins.1986.
[17]Kovecses, Z. The Language of Love[M].Lewisburgh:Associated University Press.1988.
[18]Kovecses, Z. Emotion Concepts[M].New York:Springer.1990.
[19]Kovecses, Z.Anger:Its language, conceptualization, and physiology[A].In A. Athanasiadou & E.Tabakowska(eds).Speaking of Emotions:Conceptualization and Expression[C].Berlin:Mouton de Gruyter.1998.
[20]Kovecses,Z. Metaphor and Emotion:Language, Culture, and Body in Human Feeling [M].Cambridge:Cambride University Press.2000.
[21]Krashen,S. and R. Scarcella. On routines and patterns in language acquisition and performance[J].Language Learning 28/2,1978.
[22]Lakoff, G. & M.Johnson.Metaphors We live by [M].Chicago:University of Chicago Press.1980.
[23]Lakoff, G. Women, Fire and Dangerous Things:What Categories Reveal About the Mind [M].Chicago:University of Chicago Press.1987.
[24]Lakoff, G.& Z. Kovecses. The cognitive model of anger inherent in American English [A]. In Holland & N.Quinn(eds.). Cultural Models in Language and Thought[C].New York: Cambridge University Press.2001.
[25]Lewis, M. The Lexical Approach:The State of ELT and the Way Forward[M].London: Language Teaching Publications.1993.
[26]Lewis, M. Implementing the Lexical Approach:Putting Theory into Practice[M]..London: Language Teaching Publications,1997.
[27]Miller, G.The Magical Number Seven Plus or Minus Two[J].The Psychological Review, 3.1956.
[28]Moon, R.'Textual aspects of fixed expressions in learners'dictionaries'in P.J.L.Arnaud and H.Bejoint(eds):Vocabulary and Applied Linguistics. Basing-stoke:Macmillan.13-27,1992.
[29]Nation, P. Teaching and Learing Vocabulary[M],New York:Newburrry House Publishers.1990.
[30]Nation, P.Learning Vocabulary in Another Language[M].Cambridge:Cambridge University Press.2001.
[31]Nattinger,J.R.& DeCarrico,J.S..Lexical Phrases and Language Teaching[M].Oxford:Oxford University Press.1992.
[32]Ortony, A.,G.Clore & M. Foss. The referential structure of the affective lexicon [J].Cognitive Science(11),1987.
[33]Ortony, A.&L.Fainsilber. Metaphor Production in the description of emotional states[J].Metaphor and Symbolic Activity(2),1987.
[34]Ortony, A.,G.Clore & A. Collins. The Cognitive Structure of Emotions [M].New York: Cambridge University Press.1987.
[35]Ortony,A.&T.Turner. What's basic about basic emotions[J].Psychological Review(3),1990.
[36]Radden.G..How matonymic are metaphors? In R. Cirven.& R. Porings(eds.) Metaphor and Metonymy in Comparison and Contrast[C].Berlin:Mouton de Gruyter.2002
[37]Peters, A. The Units of Language Acquisition[M].Cambridge:Cambridge University Press.1983.
[38]Schmitt, N.& McCarthy, M. (eds.). Vocabulary:Description, Acquisiton, and Pedagogy[M].Cambridge:Cambridge University Press.1997.
[39]Sinclair,.J. Corpus, Concordance, Collocation[M].Oxford:Oxford University Press.1991.
[40]Skehan,P.A Cognitive Approach to Language Learning[M].Shanghai:Shanghai Foreign Language Education Press,1999
[41]Skehan P.A. Cognitive Approach to Language Learning[M].Oxford:Oxford University Press.1998.
[42]Weinert, R.The role of formulaic language in second language acquisition:a review [J].Applied Linguistics 16/2,1995.
[43]Wallace M J. Teaching Vocabulary[M].Londoon:Heinimann Educational Books.1982.
[44]Wierzbicka,A. Semantic Primitives[M].Frankfurt:Athenaum Verlag.1972.
[45]Wierzbicka,A. Talking about emotions:Semantics, culture andcognition[J].Cognition and Emotion(6),1992.
[46]Wierzbicka,A. Emotions across Languages and Cultures:Diversity and Universals[M].New York:Cambridge University Press.1999.
35蓝纯.认知语言学与隐喻研究[M].北京：外语教育与研究出版社,2010.第三章,第58页第15行。
36引自卓坦科沃斯克《隐喻与情绪：人类情绪的语言、文化和身体》(Metaphor and Emotion:Language, Culture, and Body in Human Feeling)一书,第59页,译文来自本文作者。
37引自卓坦科沃斯克《情绪概念》(Emotion Concepts)一书,第183-185页,译文来自本文作者。
38(S)表示人；(E)表示情绪：(X)表示行为。
43引自张辉、卢卫中《认知隐喻》一书,第二章,第10页。
44引自张辉、卢卫中《认知隐喻》一书,第二章,第10页。
45引自张辉、卢卫中《认知转喻》一书,第五章,第46页。
46转喻到隐喻的连续体是一个具有不同抽象度的认知阶梯,从转喻、以转喻为基础的隐喻、到实体隐喻、空间隐喻、结构隐喻,它们的认知抽象度越来越高。戴格楠(Deignan)(2005)区分了从转喻到隐喻的五个渐变类型：转喻→来自转喻的隐喻→隐喻中的转喻→基于转喻的隐喻→隐喻。本文将中间的三种类型归并为一种类型：以转喻为基础的隐喻。
47转引自张辉、卢卫中《认知转喻》一书,第四章,第31页。
48转引自束定芳《论隐喻的运作机制》一文。
49引自蓝纯《认知语言学与隐喻研究》一书,第五章,第123页。
50引自蓝纯《认知语言学与隐喻研究》一书,第五章,第122页。
61引自卓坦·科沃斯克《隐喻与情绪：人类情绪的语言、文化和身体》一书,第216-223页,译文来自本文作者。
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[1]Alison Wray. Formulaic Language and the Lexicon[M].Cambridge:Cambridge University Press.2002.
[2]Alison Wray. Formulaic Sequences in Second Language Teaching:Principle and Practice [J]. Applied Linguistics,21 (4) 2000.
[3]Altenberg, B. On the phraseology of spoken English:the evidence of recurrent word combinations [A]. in A.Cowie (ed.):Phraseology:Theory, Analysis and Applications. [C].Oxford:University Press.1996.
[4]Bolander, M. Prefabs, patterns and rules in interaction? Formulaic speech in adult learners'L2 Swedish.[M].Cambridge:Cambridge University Press.1989.
[5]Croft W. Radical Construction Grammar. Syntactic Theory in Typological Perspective [[M].Oxford:Oxford University Press.2008.
[6]De Saussure, F. Course in General Linguistic [M]. Beijing:Foreign Language Teaching and Research Press,2001.
[7]Ellis, R. The Study of Second Language Acquisition[M].Oxford:Oxford University Press..1994.
[8]Folse, K.S.Vocabulary Myths:Applying Second Language Research to Classroom Teaching. [M].Ann Arbor:University of Michigan.2004.
[9]Gibbs,R.W. Semantic analyzability in children's understanding of idioms[J].Journal of Speech and Hearing Research.1991.
[10]Goldberg A. Constructions A Construction Grammar Approach to Argument Structure [M].Chicago University of Chicago Press.1995.
[11]Granger, S. Prefabricated patterns in advanced EFL writing:collocations and formulae [M].Oxford:Oxford University Press.1996.
[12]Hatch, E.& Brown. C. Vocabulary, Semantics and Language Education[M].Cambridge: Cambridge University Press.1995.
[13]John Ayto. WORD ORIGINS. The Hidden Histories of English Words from A to Z. Second Edition. London:A & C Black Publishers Ltd.2005.
[14]Johnson-Laird, P.N. & K.Oatley. The Language of emotions:An analysis of semantic field[J].Cognition and Emotion(3),2001.
[15]Kovecses,Z.&G.Radden. Metonymy:Developing a cognitive linguistic view[J].Cognitive Linguistics 9,1998.
[16]Kovecses, Z. Metaphor of Anger, Pride and Love[M]. Amsterdam:Benjamins.1986.
[17]Kovecses, Z. The Language of Love[M].Lewisburgh:Associated University Press.1988.
[18]Kovecses, Z. Emotion Concepts[M].New York:Springer.1990.
[19]Kovecses, Z.Anger:Its language, conceptualization, and physiology[A].In A. Athanasiadou & E.Tabakowska(eds).Speaking of Emotions:Conceptualization and Expression[C].Berlin:Mouton de Gruyter.1998.
[20]Kovecses,Z. Metaphor and Emotion:Language, Culture, and Body in Human Feeling [M].Cambridge:Cambride University Press.2000.
[21]Krashen,S. and R. Scarcella. On routines and patterns in language acquisition and performance[J].Language Learning 28/2,1978.
[22]Lakoff, G. & M.Johnson.Metaphors We live by [M].Chicago:University of Chicago Press.1980.
[23]Lakoff, G. Women, Fire and Dangerous Things:What Categories Reveal About the Mind [M].Chicago:University of Chicago Press.1987.
[24]Lakoff, G.& Z. Kovecses. The cognitive model of anger inherent in American English [A]. In Holland & N.Quinn(eds.). Cultural Models in Language and Thought[C].New York: Cambridge University Press.2001.
[25]Lewis, M. The Lexical Approach:The State of ELT and the Way Forward[M].London: Language Teaching Publications.1993.
[26]Lewis, M. Implementing the Lexical Approach:Putting Theory into Practice[M]..London: Language Teaching Publications,1997.
[27]Miller, G.The Magical Number Seven Plus or Minus Two[J].The Psychological Review, 3.1956.
[28]Moon, R.'Textual aspects of fixed expressions in learners'dictionaries'in P.J.L.Arnaud and H.Bejoint(eds):Vocabulary and Applied Linguistics. Basing-stoke:Macmillan.13-27,1992.
[29]Nation, P. Teaching and Learing Vocabulary[M],New York:Newburrry House Publishers.1990.
[30]Nation, P.Learning Vocabulary in Another Language[M].Cambridge:Cambridge University Press.2001.
[31]Nattinger,J.R.& DeCarrico,J.S..Lexical Phrases and Language Teaching[M].Oxford:Oxford University Press.1992.
[32]Ortony, A.,G.Clore & M. Foss. The referential structure of the affective lexicon [J].Cognitive Science(11),1987.
[33]Ortony, A.&L.Fainsilber. Metaphor Production in the description of emotional states[J].Metaphor and Symbolic Activity(2),1987.
[34]Ortony, A.,G.Clore & A. Collins. The Cognitive Structure of Emotions [M].New York: Cambridge University Press.1987.
[35]Ortony,A.&T.Turner. What's basic about basic emotions[J].Psychological Review(3),1990.
[36]Radden.G..How matonymic are metaphors? In R. Cirven.& R. Porings(eds.) Metaphor and Metonymy in Comparison and Contrast[C].Berlin:Mouton de Gruyter.2002
[37]Peters, A. The Units of Language Acquisition[M].Cambridge:Cambridge University Press.1983.
[38]Schmitt, N.& McCarthy, M. (eds.). Vocabulary:Description, Acquisiton, and Pedagogy[M].Cambridge:Cambridge University Press.1997.
[39]Sinclair,.J. Corpus, Concordance, Collocation[M].Oxford:Oxford University Press.1991.
[40]Skehan,P.A Cognitive Approach to Language Learning[M].Shanghai:Shanghai Foreign Language Education Press,1999
[41]Skehan P.A. Cognitive Approach to Language Learning[M].Oxford:Oxford University Press.1998.
[42]Weinert, R.The role of formulaic language in second language acquisition:a review [J].Applied Linguistics 16/2,1995.
[43]Wallace M J. Teaching Vocabulary[M].Londoon:Heinimann Educational Books.1982.
[44]Wierzbicka,A. Semantic Primitives[M].Frankfurt:Athenaum Verlag.1972.
[45]Wierzbicka,A. Talking about emotions:Semantics, culture andcognition[J].Cognition and Emotion(6),1992.
[46]Wierzbicka,A. Emotions across Languages and Cultures:Diversity and Universals[M].New York:Cambridge University Press.1999.