认知隐喻理论对高中英语词汇教学的启示
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摘要
英语词汇是英语教学中不可或缺的部分,它的教学效果直接影响着英语教学的质量。词汇教学法将词汇教学推到了语言教学前沿,认知法又将心理学引入了语言教学,这些教学方法从某种程度上促进了英语词汇教学。然而受到传统教学方法的影响,我国的高中英语词汇教学还不够系统和完善,仍然存在以下问题:学习者普遍词汇量不足,词汇记忆不系统;学习者在学习过程中忽略词汇之间天然的语义联系;学习者对词汇意义及词义变化和对含有多个义项的词理解不透等等。究其原因,笔者认为,词汇教学缺乏有效合理的教学方法是我国高中英语教学不能令人满意的主要原因。
用认知隐喻理论来指导词汇教学有其实际意义:一是,由于思维和语言在本质上是隐喻性的,隐喻性思维在词汇构成的过程中起重要作用,所以追溯词源和分析词的构成有利于对词形的学习和掌握;二是,概念域有助于系统地扩展词汇,概念域之间的映射有助于理解词义,如词义的变化和一词多义等;三是,隐喻和词汇的系统性、普遍性和民族性有助于牢固系统地学习词汇,也有助于理解不同语境中词汇的意义。
基于对目前高中英语词汇教学现状的调查和分析,以及认知隐喻理论的可行性,本文提出在高中应用认知隐喻指导英语词汇教学的模式,即通过隐喻修辞来提高学生认知英语词汇的能力,重视基本范畴词汇教学,重视词语多义之间的深层含义的讲解,利用隐喻概念进行词汇总结,将语境与隐喻的相似性基础引入教学以及让学习者熟悉英语国家的文化背景等。并且以一个课例作为说明,以期有效地扩大学习者的词汇量和提高学习者对词汇意义的理解,从而满足外语词汇教学的要求。
全文共分六部分。引言部分,作者简要介绍了本课题研究的背景、国内外进展情况、明确论述本研究的目的及现实意义,论述本文的研究思路和主要内容。
第二章介绍了隐喻理论。作者回顾了历史上对隐喻的研究,隐喻运作的基本方式以及隐喻的功能。
第三章探讨认知隐喻与词汇的关系,阐述认知隐喻和词汇的系统性、普遍性和民族性。此外,总结了国内外把隐喻理论应用于外语教学的研究热潮及研究成果。
第四章在前两章的基础上提出了隐喻对改进高中英语词汇教学的启示。
第五章运用前面的理论及启示对一篇高中英语课文词汇教学进行分析。
最后为结论部分。
Vocabulary teaching and learning is an integral part of foreign language teaching and learning. Its effect is directly related with the quality of foreign language teaching and learning. The Lexical Method puts vocabulary teaching and learning to the front of language teaching and learning; and the Cognitive Method introduces psychology into language teaching. All these methods can be useful to improve vocabulary teaching and learning. However, affected by the traditional teaching methods for a long time, our current foreign language vocabulary teaching and learning in senior high schools is not systematic and perfect. Some problems still exist in practical teaching and learning: the learners' vocabularies are inadequate and without systematisation; the learners neglect the natural meaning connection between words; the learners are confused about the lexical meanings, meaning changes of words, and the meanings items of polysemous words, etc. The main reason led to the unsatisfactory of the current situation of vocabulary teaching and learning is lack of a new method to effectively improve vocabulary teaching and learning.
The application of cognitive metaphor in English vocabulary teaching and learning has its practical meaning: firstly, metaphoric thought plays a role in the original form and construction of vocabulary, so tracing the etymology of vocabulary and analyzing the formation of words are useful for learners to learn and grasp the form of words; secondly, conceptual domain helps the systematisation of vocabulary teaching and learning and domains-mappings are helpful for learners to understand the meaning of vocabulary, such as: the changes of lexical meanings, different meaning items of polysemous words etc.; thirdly, the systematization, universality and nationality of metaphors and vocabulary are helpful for learners to learn vocabulary easily and firmly, and are also helpful for learners to learn vocabulary and understand the meanings of vocabulary in different contexts. In view of the current situation of foreign language vocabulary teaching and learning by applying metaphor in Chinese senior high schools so as to effectively enlarge the learners' vocabulary and improve the learners' understanding of lexical meanings.
The thesis is made up of six chapters, including the introduction and the conclusion.
Introduction briefly introduces the research background, definitely presents the goal, practical significance, and main contents of this thesis.
Chapter Two reviews the history of metaphor research, basic working mechanisms and the functions of metaphor.
Chapter Three deals with the relationship between vocabulary teaching and metaphor from theoretical consideration, the development of metaphor in foreign language teaching and learning, and the researches of some scholars and linguists in this field.
Chapter Four presents a model of English vocabulary teaching and learning by applying metaphor in Chinese senior high schools.
Chapter Five sets an example of applying the modle in English vocabulary teaching by analysising an English text.
The last part is Conclusion.
用认知隐喻理论来指导词汇教学有其实际意义:一是,由于思维和语言在本质上是隐喻性的,隐喻性思维在词汇构成的过程中起重要作用,所以追溯词源和分析词的构成有利于对词形的学习和掌握;二是,概念域有助于系统地扩展词汇,概念域之间的映射有助于理解词义,如词义的变化和一词多义等;三是,隐喻和词汇的系统性、普遍性和民族性有助于牢固系统地学习词汇,也有助于理解不同语境中词汇的意义。
基于对目前高中英语词汇教学现状的调查和分析,以及认知隐喻理论的可行性,本文提出在高中应用认知隐喻指导英语词汇教学的模式,即通过隐喻修辞来提高学生认知英语词汇的能力,重视基本范畴词汇教学,重视词语多义之间的深层含义的讲解,利用隐喻概念进行词汇总结,将语境与隐喻的相似性基础引入教学以及让学习者熟悉英语国家的文化背景等。并且以一个课例作为说明,以期有效地扩大学习者的词汇量和提高学习者对词汇意义的理解,从而满足外语词汇教学的要求。
全文共分六部分。引言部分,作者简要介绍了本课题研究的背景、国内外进展情况、明确论述本研究的目的及现实意义,论述本文的研究思路和主要内容。
第二章介绍了隐喻理论。作者回顾了历史上对隐喻的研究,隐喻运作的基本方式以及隐喻的功能。
第三章探讨认知隐喻与词汇的关系,阐述认知隐喻和词汇的系统性、普遍性和民族性。此外,总结了国内外把隐喻理论应用于外语教学的研究热潮及研究成果。
第四章在前两章的基础上提出了隐喻对改进高中英语词汇教学的启示。
第五章运用前面的理论及启示对一篇高中英语课文词汇教学进行分析。
最后为结论部分。
Vocabulary teaching and learning is an integral part of foreign language teaching and learning. Its effect is directly related with the quality of foreign language teaching and learning. The Lexical Method puts vocabulary teaching and learning to the front of language teaching and learning; and the Cognitive Method introduces psychology into language teaching. All these methods can be useful to improve vocabulary teaching and learning. However, affected by the traditional teaching methods for a long time, our current foreign language vocabulary teaching and learning in senior high schools is not systematic and perfect. Some problems still exist in practical teaching and learning: the learners' vocabularies are inadequate and without systematisation; the learners neglect the natural meaning connection between words; the learners are confused about the lexical meanings, meaning changes of words, and the meanings items of polysemous words, etc. The main reason led to the unsatisfactory of the current situation of vocabulary teaching and learning is lack of a new method to effectively improve vocabulary teaching and learning.
The application of cognitive metaphor in English vocabulary teaching and learning has its practical meaning: firstly, metaphoric thought plays a role in the original form and construction of vocabulary, so tracing the etymology of vocabulary and analyzing the formation of words are useful for learners to learn and grasp the form of words; secondly, conceptual domain helps the systematisation of vocabulary teaching and learning and domains-mappings are helpful for learners to understand the meaning of vocabulary, such as: the changes of lexical meanings, different meaning items of polysemous words etc.; thirdly, the systematization, universality and nationality of metaphors and vocabulary are helpful for learners to learn vocabulary easily and firmly, and are also helpful for learners to learn vocabulary and understand the meanings of vocabulary in different contexts. In view of the current situation of foreign language vocabulary teaching and learning by applying metaphor in Chinese senior high schools so as to effectively enlarge the learners' vocabulary and improve the learners' understanding of lexical meanings.
The thesis is made up of six chapters, including the introduction and the conclusion.
Introduction briefly introduces the research background, definitely presents the goal, practical significance, and main contents of this thesis.
Chapter Two reviews the history of metaphor research, basic working mechanisms and the functions of metaphor.
Chapter Three deals with the relationship between vocabulary teaching and metaphor from theoretical consideration, the development of metaphor in foreign language teaching and learning, and the researches of some scholars and linguists in this field.
Chapter Four presents a model of English vocabulary teaching and learning by applying metaphor in Chinese senior high schools.
Chapter Five sets an example of applying the modle in English vocabulary teaching by analysising an English text.
The last part is Conclusion.
引文
Fauconnier,Gills & Mark,Turner Conceptual Integration Networks[J].Cognitive Science,1981.
Fauconnier,G.Mental Space[M].NewYork:Cambridge University Press,1994.
Fauconnier,G.Mappings in Thought and Language[M].Cambridge:Cambridge University Press,1997.
Fauconnier,Gills & Mark,Turner.The Way We Think[M].NewYork::Basic Books,2002.
Lakoff,G.Women,Fire and Dangerous Thing[M].Chicago:University of Chicago Press,1987.
Lakoff,G,Johnson,M.Metaphors We Live By[M].Chicago:Chicago University Press,1980.
Lakoff,G.The Contemporary Theory of Metaphor[M].Cambridge:Cambridge University Press,1993.
Longman Dictionary of Contemporary English[Z].北京:外语教学与研究出版社(2005).
Taylor,J.Linguistic Categorization:Prototypes in Linguistic Theory[M].Oxford:Oxford University Press,1995.
Ungerer,F.,Schimid,H.J.An Introduction to Cognitive Linguistics[M].北京:外语教学与研究出版社,2001.
蔡龙权.隐喻化作为一词多义的理据[J].上海师范大学学报,2004,(5).
蔡龙权.关于把隐喻性表达作为外语交际能力的思考[J].外语与外语教学,2005,(6).
蔡龙权.隐喻理论在二语习得中的应用[J].外国语,2003,(6).
谷小娟.认知语言学对英语词汇教学的几点启示[J].天津外国语学院报,2002,(2).
郭丽.欧洲隐喻理论的重要发展的回顾和再思考[J].文教论坛.2007,(6).
郭忠民.中学生英语词汇记忆方法综述[J].教育革新.2007,(3).
胡壮麟.有关语用学隐喻观的若干问题[J].外语与外语教学.1998,(1).
胡壮麟.诗性隐喻[J].山东外语教学.2003,(1).
胡壮麟.认知隐喻学[M].北京:北京大学出版社,2004.
黄新如.英语构词隐喻与词汇学习[J].淮阴工学院学报.2007,(6).
季广茂.隐喻视野中的诗性研究[D],北京师范大学博士论文,1997.
蓝纯.认知语言学与隐喻研究[M].北京:外语教学与研究出版社,2004.
李福印.当代国外隐喻研究的热点——第五届隐喻研究与应用国际会议论文分析[J].四川外语学院学报,2006,(2).
李丽.“隐喻”对中学语文教学的启示[D].首都师范大学硕士学位论文,2006.
梁晓波.认知语言学对英语词汇教学的启示[J].外语与外语教学.2002,(2).
林书武.国外隐喻研究综述[J].外语教学与研究,1997,(1).
林书武.隐喻研究的基本现状、焦点及趋势[J].外国语,2002,(1).
林书武.隐喻的一个具体运用——《语言的隐喻基础评述》[J].外语教学与研究,1997,(2).
刘营.隐喻和高职英语词汇教学[D].山东师范大学硕士学位论文,2006.
刘云红.认知隐喻理论再研究[J].外语与外语教学.2005,(8).
刘正光.Fauconnier的概念合成理论:阐述与质疑[J].外语教学与研究,2002,(10).
罗念生译.诗学[M].北京:中国戏剧出版社,1986.
马广惠.中学生英语高频词汇水平研究[J].外语与外语教学.2006,(1).
马瑞贤.李佐文.隐喻认知理论在大学英语词汇教学中的应用[J].河北师范大学学报.2007,(1).
麦红宇.认知隐喻理论对英语教学的启示[J].外语教学与研究.2007,(2).
皮德敏.隐喻理论对英语词汇教学的启示[J].湘潭师范学院学报.2007,(1).
全日制普通高级中学教科书(必修)英语第二册(下)[Z].北京:人民教育出版社,2006.
石本俊.隐喻功能的多维思考[J].广东培正学院学报,2007,(4).
束定芳.隐喻学研究[M].上海:上海外语教育出版社,2000.
束定芳.汤本庆 隐喻研究中的若干问题与研究课题[J].外语研究.2002,(2).
束定芳.隐喻的基本类型及其句法和语义特征[J].外国语.2000,(1).
汤晓云.概念隐喻理论与英语词汇教学[J].南京审计学院学报.2006,(1).
吴显友.隐喻:词汇教学的有效途径[J].柳州师专学报,1997,(2).
王山珍.隐喻与EFL词汇教学[J].成都大学学报.2007,(1).
王文斌.西方隐喻研究理论视点述要[J].宁波大学学报.2006,(2).
王文斌.隐喻性词义的生成和演变[J].外语与外语教学.2007,(4).
王云燕,张华英.当前隐喻研究的两种发展趋势[J].楚雄师专学报,2000,(1).
严世清.隐喻能力与外语教学[J].山东外语教学,2001,(2).
杨廷君,李跃平.英语词汇联想式教学法:理论与实践[J].西南民族大学学报.2007,(1).
杨忠.将隐喻引入外语教学法[J].中小学教师培训,2000,(6).
张全生.中国隐喻研究十年综述[J].新疆:新疆师范大学学报,2004,(3).
赵艳芳.认知语言学概论[M].上海:上海外语教育出版社,2001.
赵艳芳.认知语言学的理论基础及形成过程[J].外国语,2000,(2).
Fauconnier,G.Mental Space[M].NewYork:Cambridge University Press,1994.
Fauconnier,G.Mappings in Thought and Language[M].Cambridge:Cambridge University Press,1997.
Fauconnier,Gills & Mark,Turner.The Way We Think[M].NewYork::Basic Books,2002.
Lakoff,G.Women,Fire and Dangerous Thing[M].Chicago:University of Chicago Press,1987.
Lakoff,G,Johnson,M.Metaphors We Live By[M].Chicago:Chicago University Press,1980.
Lakoff,G.The Contemporary Theory of Metaphor[M].Cambridge:Cambridge University Press,1993.
Longman Dictionary of Contemporary English[Z].北京:外语教学与研究出版社(2005).
Taylor,J.Linguistic Categorization:Prototypes in Linguistic Theory[M].Oxford:Oxford University Press,1995.
Ungerer,F.,Schimid,H.J.An Introduction to Cognitive Linguistics[M].北京:外语教学与研究出版社,2001.
蔡龙权.隐喻化作为一词多义的理据[J].上海师范大学学报,2004,(5).
蔡龙权.关于把隐喻性表达作为外语交际能力的思考[J].外语与外语教学,2005,(6).
蔡龙权.隐喻理论在二语习得中的应用[J].外国语,2003,(6).
谷小娟.认知语言学对英语词汇教学的几点启示[J].天津外国语学院报,2002,(2).
郭丽.欧洲隐喻理论的重要发展的回顾和再思考[J].文教论坛.2007,(6).
郭忠民.中学生英语词汇记忆方法综述[J].教育革新.2007,(3).
胡壮麟.有关语用学隐喻观的若干问题[J].外语与外语教学.1998,(1).
胡壮麟.诗性隐喻[J].山东外语教学.2003,(1).
胡壮麟.认知隐喻学[M].北京:北京大学出版社,2004.
黄新如.英语构词隐喻与词汇学习[J].淮阴工学院学报.2007,(6).
季广茂.隐喻视野中的诗性研究[D],北京师范大学博士论文,1997.
蓝纯.认知语言学与隐喻研究[M].北京:外语教学与研究出版社,2004.
李福印.当代国外隐喻研究的热点——第五届隐喻研究与应用国际会议论文分析[J].四川外语学院学报,2006,(2).
李丽.“隐喻”对中学语文教学的启示[D].首都师范大学硕士学位论文,2006.
梁晓波.认知语言学对英语词汇教学的启示[J].外语与外语教学.2002,(2).
林书武.国外隐喻研究综述[J].外语教学与研究,1997,(1).
林书武.隐喻研究的基本现状、焦点及趋势[J].外国语,2002,(1).
林书武.隐喻的一个具体运用——《语言的隐喻基础评述》[J].外语教学与研究,1997,(2).
刘营.隐喻和高职英语词汇教学[D].山东师范大学硕士学位论文,2006.
刘云红.认知隐喻理论再研究[J].外语与外语教学.2005,(8).
刘正光.Fauconnier的概念合成理论:阐述与质疑[J].外语教学与研究,2002,(10).
罗念生译.诗学[M].北京:中国戏剧出版社,1986.
马广惠.中学生英语高频词汇水平研究[J].外语与外语教学.2006,(1).
马瑞贤.李佐文.隐喻认知理论在大学英语词汇教学中的应用[J].河北师范大学学报.2007,(1).
麦红宇.认知隐喻理论对英语教学的启示[J].外语教学与研究.2007,(2).
皮德敏.隐喻理论对英语词汇教学的启示[J].湘潭师范学院学报.2007,(1).
全日制普通高级中学教科书(必修)英语第二册(下)[Z].北京:人民教育出版社,2006.
石本俊.隐喻功能的多维思考[J].广东培正学院学报,2007,(4).
束定芳.隐喻学研究[M].上海:上海外语教育出版社,2000.
束定芳.汤本庆 隐喻研究中的若干问题与研究课题[J].外语研究.2002,(2).
束定芳.隐喻的基本类型及其句法和语义特征[J].外国语.2000,(1).
汤晓云.概念隐喻理论与英语词汇教学[J].南京审计学院学报.2006,(1).
吴显友.隐喻:词汇教学的有效途径[J].柳州师专学报,1997,(2).
王山珍.隐喻与EFL词汇教学[J].成都大学学报.2007,(1).
王文斌.西方隐喻研究理论视点述要[J].宁波大学学报.2006,(2).
王文斌.隐喻性词义的生成和演变[J].外语与外语教学.2007,(4).
王云燕,张华英.当前隐喻研究的两种发展趋势[J].楚雄师专学报,2000,(1).
严世清.隐喻能力与外语教学[J].山东外语教学,2001,(2).
杨廷君,李跃平.英语词汇联想式教学法:理论与实践[J].西南民族大学学报.2007,(1).
杨忠.将隐喻引入外语教学法[J].中小学教师培训,2000,(6).
张全生.中国隐喻研究十年综述[J].新疆:新疆师范大学学报,2004,(3).
赵艳芳.认知语言学概论[M].上海:上海外语教育出版社,2001.
赵艳芳.认知语言学的理论基础及形成过程[J].外国语,2000,(2).