提高学生隐喻意识与英语教学绩效问题研究
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摘要
隐喻在语言中的普遍性现已得到学界的广泛认可,教师如何传授给学生理解和运用隐喻的策略理应受到更多关注。本论文对存在于英,汉两种语言中的隐喻的共同性做了进一步的探究。研究主要在词汇和概念隐喻两个层面。本论文的另一主要目标是探索能否通过提高学生的隐喻意识利用这两种语言里的隐喻的共同性来促进母语向目标语的正迁移,让英语学习者利用母语中的隐喻知识达到提升英语水平的目的。
该研究提供了一些例证并用对比的方法来阐明英,汉两种语言中词汇意义的来源和历史变迁的相通的模式。
在此基础上,研究者进行了一项关于提高隐喻意识和学生词汇学习的关联度及学生对英,汉两种语言中的隐喻理解偏差的实证性研究。
研究的方法之一是在大学一年级学生中选取英语水平相当的实验对象分为对照组和实验组。其中实验组接受了有关每个词汇意义形成的隐喻化过程的讲解。接下来进行了即时记忆测试,包括词汇意义测试和运用单词完成句子测试。目的是检测提高隐喻意识和学生词汇学习的关联度。方法二对单一一组学生进行了包含隐喻的英语惯用语的理解力的测试。在对实验数据进行收集整理后,运用统计软件做了分析。
对隐喻性的英语惯用语的理解力的测试表明,虽然学生在对某些隐喻的理解上存在一定的偏差,但英,汉两种语言中的隐喻有许多相通之处,有些汉语中的隐喻可以用在英语交际中。
定性和定量的分析对先前的假设提供了强有力的证据。首先,英,汉两种语言在产生词汇原始意义时运用图像隐喻方面有许多相似之处(当然有大量英语单词的词源是拉丁语或希腊语)。其次,英,汉两种语言在用隐喻概念化某些感情经验时也相仿。其三,利用隐喻表达法在英,汉两种语言之间的迁移是可行的。最后,提高隐喻意识可以帮助学生加深对词汇的理解和记忆,同时帮助学生理解文本内容,特别是包含丰富隐喻的文本。
最后,笔者讨论了本研究的局限性和对将来在该领域的研究提供了一些建议。
Now that metaphor is recognized as being pervasive in language, it is argued that more attention should be given to the teaching of strategies for comprehending and generating metaphors in L2. The relation between raising metaphor awareness and language teaching and learning efficiency remains unclear. To tackle this issue in the field of TEFL, a combined method is employed in this research. It is carried out both quantitatively and qualitatively.
The qualitative study further investigates into the universality of metaphor and metaphorical usage in Chinese and English, on both lexical level and conceptual level. It also aims at finding out whether the universality or similarity between the two languages can be exploited in TEFL to college students through Raising Metaphor Awareness (RMA), to achieve the effect of positive transfer. In this thesis readers are offered some examples of common patterns in historical change of meaning of a number of lexical items both in English and Chinese, and a comparison is carried out simultaneously.
The quantitative study is based upon the previous theoretical discussions; it includes two separate parts, which are the Immediate Recall experiment and the Metaphorical Idioms Test. The Immediate Recall experiment has two tests, which are designed to investigate the issues about whether the learner's capability of memorizing and using vocabulary can be improved through RMA. The aim of the Metaphorical Idioms test is to investigate how well the Chinese college learners of English can understand metaphorical idioms and to probe into the problem of deviation in comprehension of metaphorical expressions by Chinese college learners of English. And through the investigations mentioned above the study intends to find out if there is a practical possibility of transporting metaphor from L1 into L2, i.e. a positive transfer of metaphor knowledge from Chinese to English.
Both the qualitative and quantitative analysis provide strong evidences to support the previous hypotheses. First, Chinese and English share a significant similarity in original metaphoric image of words. Secondly, Chinese and English conceptualize some emotional experiences metaphorically in very similar ways. Thirdly, positive transfer of metaphorical usage across L1 and L2 is possible; at the same time some culture-specific metaphor should be used more cautiously. Finally and also most importantly, RMA do help the students a lot to memorize words and comprehend texts, especially those metaphor-rich texts.
The study implies clearly that raising metaphor awareness through discussions and comparisons of metaphors in L1 and L2 is a useful approach to help learners to understand and appropriately apply metaphors.
该研究提供了一些例证并用对比的方法来阐明英,汉两种语言中词汇意义的来源和历史变迁的相通的模式。
在此基础上,研究者进行了一项关于提高隐喻意识和学生词汇学习的关联度及学生对英,汉两种语言中的隐喻理解偏差的实证性研究。
研究的方法之一是在大学一年级学生中选取英语水平相当的实验对象分为对照组和实验组。其中实验组接受了有关每个词汇意义形成的隐喻化过程的讲解。接下来进行了即时记忆测试,包括词汇意义测试和运用单词完成句子测试。目的是检测提高隐喻意识和学生词汇学习的关联度。方法二对单一一组学生进行了包含隐喻的英语惯用语的理解力的测试。在对实验数据进行收集整理后,运用统计软件做了分析。
对隐喻性的英语惯用语的理解力的测试表明,虽然学生在对某些隐喻的理解上存在一定的偏差,但英,汉两种语言中的隐喻有许多相通之处,有些汉语中的隐喻可以用在英语交际中。
定性和定量的分析对先前的假设提供了强有力的证据。首先,英,汉两种语言在产生词汇原始意义时运用图像隐喻方面有许多相似之处(当然有大量英语单词的词源是拉丁语或希腊语)。其次,英,汉两种语言在用隐喻概念化某些感情经验时也相仿。其三,利用隐喻表达法在英,汉两种语言之间的迁移是可行的。最后,提高隐喻意识可以帮助学生加深对词汇的理解和记忆,同时帮助学生理解文本内容,特别是包含丰富隐喻的文本。
最后,笔者讨论了本研究的局限性和对将来在该领域的研究提供了一些建议。
Now that metaphor is recognized as being pervasive in language, it is argued that more attention should be given to the teaching of strategies for comprehending and generating metaphors in L2. The relation between raising metaphor awareness and language teaching and learning efficiency remains unclear. To tackle this issue in the field of TEFL, a combined method is employed in this research. It is carried out both quantitatively and qualitatively.
The qualitative study further investigates into the universality of metaphor and metaphorical usage in Chinese and English, on both lexical level and conceptual level. It also aims at finding out whether the universality or similarity between the two languages can be exploited in TEFL to college students through Raising Metaphor Awareness (RMA), to achieve the effect of positive transfer. In this thesis readers are offered some examples of common patterns in historical change of meaning of a number of lexical items both in English and Chinese, and a comparison is carried out simultaneously.
The quantitative study is based upon the previous theoretical discussions; it includes two separate parts, which are the Immediate Recall experiment and the Metaphorical Idioms Test. The Immediate Recall experiment has two tests, which are designed to investigate the issues about whether the learner's capability of memorizing and using vocabulary can be improved through RMA. The aim of the Metaphorical Idioms test is to investigate how well the Chinese college learners of English can understand metaphorical idioms and to probe into the problem of deviation in comprehension of metaphorical expressions by Chinese college learners of English. And through the investigations mentioned above the study intends to find out if there is a practical possibility of transporting metaphor from L1 into L2, i.e. a positive transfer of metaphor knowledge from Chinese to English.
Both the qualitative and quantitative analysis provide strong evidences to support the previous hypotheses. First, Chinese and English share a significant similarity in original metaphoric image of words. Secondly, Chinese and English conceptualize some emotional experiences metaphorically in very similar ways. Thirdly, positive transfer of metaphorical usage across L1 and L2 is possible; at the same time some culture-specific metaphor should be used more cautiously. Finally and also most importantly, RMA do help the students a lot to memorize words and comprehend texts, especially those metaphor-rich texts.
The study implies clearly that raising metaphor awareness through discussions and comparisons of metaphors in L1 and L2 is a useful approach to help learners to understand and appropriately apply metaphors.
引文
Bailey, K.M. & Nunan, D. (1996). Voices from the language classroom: qualitative Research in second language education[M]. Cambridge University Press.
Bush,G.W. Inaugural Address.http://www.whitehouse.gov, 2005-01-20
Cameron, L.(2003). Metaphor in educational discourse[M]. Continuum International Publishing Group.
Candlin, C. & Mercer,N.(2001). English language teaching in its social context: a reader[M].Routledge.
Draaisma, D.& Vincent,P. (2000). Metaphors of memory: a history of ideas about the mind[M].Cambridge University Press.
Ellis, R.(1994). Understanding Second Language Acqusition[M]. Shanghai Foreign Language Education Press.
Feldman, J.A.(2006). From molecule to metaphor: a neural theory of language[M]. MIT Press.
Goatly, A. (1997). The Language of Metaphors[M]. Routledge.
Gordon, W.J.J. (2006). The Metaphorical Way of Learning & Knowing[M]. Porpoise Books.
Goldberg, I. ( 1957). The Wonder of Words[M]. Frederick Ungar Publishing Co. New York
Hinkel, E.(2005). Handbook of research in second language teaching and learning [M]. Routledge
King, M. L. & Washington,J.M.(1992) Have a Dream: Writings and Speeches that Changed the World[M]. HarperSanFrancisco Press.
Krashen, S. D.(1981). Principles and Practice in Second Language Acquisition[M].Pergamon Press
Kovecses, Z.(2005). Metaphor in Culture :Universality and Variation[M]. Cambridge University Press.
Kovecses, Z.(2005). Metaphor: A Practical Introduction[M]. Oxford University Press US.
Knowles, M.& Moon,R. (2006). Introducing metaphor[M]. Routledge.
Hall, E.T.(1976). Beyond Culture[M]. New York: Anchor Press
Holme, R.(2004). Mind, Metaphor and Language Teaching[M]. Palgrave Macmillan.
Lakoff, G.&Johnson,M.(1980). Metaphors We Live by[M]. University of Chicago Press.
Lakoff, G.(1999). Why Conservatives Have Left Liberals In the Dust[M]. Greenwood Publishing Group
Lakoff, G. (1991) . Gulf War Metaphor[J], Part I. Vietnam Generation Journal & Newsletter V3,N3.
Leech, G.N.(1987). A Linguistic Guide to English Poetry[M]. Longman.
Ungerer, F. & Schmid,H.J.(2001). An Introduction to Cognitive Linguistics[M]. Foreign Language Teaching and Research Press.
Williams, L.V. (1983). Teaching for the Two-sided Mind: a Guide to Right Brain/Left Brain Education[M]. Prentice-Hall Press.
Steinhart, E. (2001). The Logic of Metaphor: Analogous Parts of Possible Worlds. [M] Springer Press.
Sweetser,E.(1991).From etymology to pragmatics[M].Cambridge University Press.
常宗林.(2004).英汉语言文化学[M].青岛:中国海洋大学出版社.
董宏乐.(2004).科学语篇的隐喻性[M].上海:复旦大学出版社.
冯广艺.(2002).汉语比喻研究史[M].武汉:湖北教育出版社.
连维华.(2006).中国大学生对英语隐喻的理解研究[D].西安:陕西师范大学.
李清华.(2004).隐喻对外语教学与外语学习的促进作用[D].武汉:华中师范大学.
蓝纯.(2003).从认知角度看汉语和英语的空间隐喻[M].北京:外语教学与研究出版社.
束定芳.(1999).隐喻学研究[M].上海:上海外语教育出版社.
朱淑媛.(2007).概念隐喻理论及其对大学英语词汇教学的启示[D].长沙:湖南师范大学
Bush,G.W. Inaugural Address.http://www.whitehouse.gov, 2005-01-20
Cameron, L.(2003). Metaphor in educational discourse[M]. Continuum International Publishing Group.
Candlin, C. & Mercer,N.(2001). English language teaching in its social context: a reader[M].Routledge.
Draaisma, D.& Vincent,P. (2000). Metaphors of memory: a history of ideas about the mind[M].Cambridge University Press.
Ellis, R.(1994). Understanding Second Language Acqusition[M]. Shanghai Foreign Language Education Press.
Feldman, J.A.(2006). From molecule to metaphor: a neural theory of language[M]. MIT Press.
Goatly, A. (1997). The Language of Metaphors[M]. Routledge.
Gordon, W.J.J. (2006). The Metaphorical Way of Learning & Knowing[M]. Porpoise Books.
Goldberg, I. ( 1957). The Wonder of Words[M]. Frederick Ungar Publishing Co. New York
Hinkel, E.(2005). Handbook of research in second language teaching and learning [M]. Routledge
King, M. L. & Washington,J.M.(1992) Have a Dream: Writings and Speeches that Changed the World[M]. HarperSanFrancisco Press.
Krashen, S. D.(1981). Principles and Practice in Second Language Acquisition[M].Pergamon Press
Kovecses, Z.(2005). Metaphor in Culture :Universality and Variation[M]. Cambridge University Press.
Kovecses, Z.(2005). Metaphor: A Practical Introduction[M]. Oxford University Press US.
Knowles, M.& Moon,R. (2006). Introducing metaphor[M]. Routledge.
Hall, E.T.(1976). Beyond Culture[M]. New York: Anchor Press
Holme, R.(2004). Mind, Metaphor and Language Teaching[M]. Palgrave Macmillan.
Lakoff, G.&Johnson,M.(1980). Metaphors We Live by[M]. University of Chicago Press.
Lakoff, G.(1999). Why Conservatives Have Left Liberals In the Dust[M]. Greenwood Publishing Group
Lakoff, G. (1991) . Gulf War Metaphor[J], Part I. Vietnam Generation Journal & Newsletter V3,N3.
Leech, G.N.(1987). A Linguistic Guide to English Poetry[M]. Longman.
Ungerer, F. & Schmid,H.J.(2001). An Introduction to Cognitive Linguistics[M]. Foreign Language Teaching and Research Press.
Williams, L.V. (1983). Teaching for the Two-sided Mind: a Guide to Right Brain/Left Brain Education[M]. Prentice-Hall Press.
Steinhart, E. (2001). The Logic of Metaphor: Analogous Parts of Possible Worlds. [M] Springer Press.
Sweetser,E.(1991).From etymology to pragmatics[M].Cambridge University Press.
常宗林.(2004).英汉语言文化学[M].青岛:中国海洋大学出版社.
董宏乐.(2004).科学语篇的隐喻性[M].上海:复旦大学出版社.
冯广艺.(2002).汉语比喻研究史[M].武汉:湖北教育出版社.
连维华.(2006).中国大学生对英语隐喻的理解研究[D].西安:陕西师范大学.
李清华.(2004).隐喻对外语教学与外语学习的促进作用[D].武汉:华中师范大学.
蓝纯.(2003).从认知角度看汉语和英语的空间隐喻[M].北京:外语教学与研究出版社.
束定芳.(1999).隐喻学研究[M].上海:上海外语教育出版社.
朱淑媛.(2007).概念隐喻理论及其对大学英语词汇教学的启示[D].长沙:湖南师范大学