概念隐喻对高中英语词汇学习的作用研究
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摘要
传统的隐喻理论认为隐喻是语言的一种偏离现象、一种装饰或一种修辞格,然而概念隐喻理论却认为它是人类的一种认知现象,一种思维方式。它的理论核心是隐喻是人类用其某一领域的经验来说明或理解另一类领域的经验的认知活动。正是这种认知活动使它和同是人类认知活动的产物一语言联系起来。因而,概念隐喻在应用语言学,尤其是语言的教学方面越来越受到国内外学者的青睐。
本文旨在通过对概念隐喻应用于高中英语词汇学习可行性的定性分析和实证研究来帮助高中学生寻找一个更好的词汇学习的策略以满足新的《高中英语课程标准》对学生词汇在质和量的要求。
首先,本文综述了隐喻理论的发展,详述概念隐喻的本质、特征、运作机制和分类、回顾国内外学者对概念隐喻运用于词汇教学的种种评述和实证,其次,通过举例说明隐喻表达式在高中英语中的普遍性、剖析高中词汇的隐喻性特征和进行近一学期的实证研究,本文论证了概念隐喻的应用有助于高中学生的词汇学习。
最后,在指出文章不足的同时,本论文提出了三个如何在实际教学中提高高中学生隐喻能力的尝试性建议。
As opposed to the viewpoint of the traditional metaphor theory that metaphor is a deviation of language, an ornament of language or a figure of speech, the conceptual metaphor theory holds that metaphor is pervasive in everyday language and it is a cognitive phenomenon, a way of thinking, in which people always explain and learn the abstract concepts in terms of the concrete ones. It is its cognitive mode that links language, which is also outcome of human beings' cognitive activities, to metaphor. Hence the study of the conceptual metaphor has gained more and more popularity in applied linguistics, especially in language teaching and learning, in the past several decades.
The thesis would like to make a theoretical and empirical study of its application to the field in order to help the senior middle school students find a better learning strategy to meet the requirement of the Standard of the New English Curriculum that they are supposed to have a vocabulary capacity of 3500 to 4500 by their graduation.
First by making a critical review of the development of metaphor theories, expatiating the nature, the features, the working mechanism and the classification of the conceptual metaphor, retrospecting the literatures about its application to vocabulary teaching and learning at home and abroad, the thesis has found achievements and limitations of the predecessors' assertions about the application of the conceptual metaphor to vocabulary; then, by illustrating the omnipresence of metaphorical expressions in the senior high school, anatomizing the metaphorical characteristics of vocabulary in the senior high school, and making an one-semester-long empirical study to examine two hypothesises, the thesis comes to the conclusion that the application of the conceptual metaphor can enhance the senior middle school students' vocabulary learning.
Finally, in addition to the display of its limitations, the thesis put forwards three tentative suggestions on how to raise metaphor competence in the practical teaching and learning.
本文旨在通过对概念隐喻应用于高中英语词汇学习可行性的定性分析和实证研究来帮助高中学生寻找一个更好的词汇学习的策略以满足新的《高中英语课程标准》对学生词汇在质和量的要求。
首先,本文综述了隐喻理论的发展,详述概念隐喻的本质、特征、运作机制和分类、回顾国内外学者对概念隐喻运用于词汇教学的种种评述和实证,其次,通过举例说明隐喻表达式在高中英语中的普遍性、剖析高中词汇的隐喻性特征和进行近一学期的实证研究,本文论证了概念隐喻的应用有助于高中学生的词汇学习。
最后,在指出文章不足的同时,本论文提出了三个如何在实际教学中提高高中学生隐喻能力的尝试性建议。
As opposed to the viewpoint of the traditional metaphor theory that metaphor is a deviation of language, an ornament of language or a figure of speech, the conceptual metaphor theory holds that metaphor is pervasive in everyday language and it is a cognitive phenomenon, a way of thinking, in which people always explain and learn the abstract concepts in terms of the concrete ones. It is its cognitive mode that links language, which is also outcome of human beings' cognitive activities, to metaphor. Hence the study of the conceptual metaphor has gained more and more popularity in applied linguistics, especially in language teaching and learning, in the past several decades.
The thesis would like to make a theoretical and empirical study of its application to the field in order to help the senior middle school students find a better learning strategy to meet the requirement of the Standard of the New English Curriculum that they are supposed to have a vocabulary capacity of 3500 to 4500 by their graduation.
First by making a critical review of the development of metaphor theories, expatiating the nature, the features, the working mechanism and the classification of the conceptual metaphor, retrospecting the literatures about its application to vocabulary teaching and learning at home and abroad, the thesis has found achievements and limitations of the predecessors' assertions about the application of the conceptual metaphor to vocabulary; then, by illustrating the omnipresence of metaphorical expressions in the senior high school, anatomizing the metaphorical characteristics of vocabulary in the senior high school, and making an one-semester-long empirical study to examine two hypothesises, the thesis comes to the conclusion that the application of the conceptual metaphor can enhance the senior middle school students' vocabulary learning.
Finally, in addition to the display of its limitations, the thesis put forwards three tentative suggestions on how to raise metaphor competence in the practical teaching and learning.
引文
Aristotle.1996.Poetics.London:Penguin
Black,M.1962.Models and Metaphors.Cornell:Cornell University Press
Black,M.1993.More about Metaphor.In A,Ortony.(ed).Metaphor and Thought.Cambridge:Cambridge University Press.19-41
Beheydt,L.1987.Vocabulary in Foreign Language Teaching Methodology.Dutch Crossing 32:3-25
Boers,F.2000.Metaphor Awareness and Vocabulary Retention.Applied Linguistic 21,4:553-571
Bogaards,P.2001.Lexical Unit and the Learning of Foreign Language Vocabulary.SSLA 23:321-343.
Brown,H .D.1980.Principles of Language Learning and Teaching.New Jersey:Prentice Hall,Inc.
Cameron,L & Low,G.2001.Researching and Applying Metaphor.Shanghai:Shanghai Foreign Language Education Press
Charteris-Black,J.2000.Metaphor and Vocabulary Teaching in ESP Economics.English for Special Purpose 8,4:123-142
Clark,J.M.& Paivio,A.1991.Dual Coding Theory and Education.Educational Psychological Review 3:103-118
Craik,F.& R,Lockhart.1972.Levels of Processing:a Framework of Memory Research.Journal of Verbal Learning and Verbal Behavior 11:671 -684
Cruse,D.A.1986.Lexical Semantics.New York:Cambridge University Press
Danesi,M.1993.Metaphoric Competence in Second Language Acquisition and Second Language Teaching:The Neglected Dimenson.In J.E.Alatis.(ed).Language,Communication,and Social Meaning.Washington,DC:Georgetown University Press.484-507
Deignan,A.2001.Collins Cobuild Guides 7:Metaphor.Beijing:Foreign Language Press
Fauconnier,G.1997.Mappings in Thought and Language.London:Cambridge University
Goatly,A .1997.The language of metaphors.London:Routledge
Halliday,M.A.K.2000.An Introduction to Functional Grammar.London:Edward Arnold
Hester,M .M.1967.The Meaning of'Poetic Metaphor.Hague:Mouton
Huckin,T.& Coady,J.1993.Second Language Reading and Vocabulary Learning.Norwood,NJ:Ablex
Jackendoff,R.1983.Semantics and Cognition.Cambridge:MIT Press
Kovecses,Z .1986.Metaphors of Anger,Price,and Love.Amsterdam:Benjamins
Lakoff,G,1987.Women,Fire,and Dangerous Things—What Categories Reveal about the Mind.Chicago:Chicago University Press
Lakoff,G.1993.The Contemporary Theory of Metaphor.In A,Ortony.(ed).Metaphor and Thought.Cambridge:Cambridge University Press.202-251
Lakoff,G & M,Johnson.1980.Metaphors We Live By.Chicago:The University of Chicago Press
Lakoff,G& M,Turner.1989.More Than Cool Reason:a field guide to poetic metaphor.Chicago:The University of Chicago Press
Langacker,R.W.1990.Concept,Image and Symbol:The Cognitive Basis of Grammar.Berlin:Mouton de Gruyter
Laufer,B .1997.What's in a Word that Makes it Hard or Easy:Some Intralexical Factors that Affect the Learning of Words.In M,McCarthy & N,Schmit.(eds).Vocabulary Description,Acquisition and Pedagogy.Cambridge:CUP.137-152
Lazar,G.1996.Using Figurative Language to Expand Students'Vocabulary.EL.Journal 50,1:43-53.
Leech,G.1983.Semantics.Harmondsworth:Penguin
Lewis,M.1993.The Lexical Approach.Hove:Language Teaching Publication
Low,G.1988.On Teaching Metaphor.Applied Linguistics.9,2:125-147
MacLennan,H.G.C.1994.Metaphors and Prototypes in the Learning Teaching of Grammar and Vocabulary.IRAL 32,2:97-110.
Mahon,J.E.2001.Geting your Resources Right:What Aristotle didn't Say.In Cameron & Low.(eds).Researching and Applying Metaphor.Shanghai:Shanghai Foreign Language Education Press.69-80
Matthews,P.H.1997.Oxford Concise Dictionary of Linguistics.Oxford:Oxford University Press
Morgan,J.L.1993.Observations on the Pragmatics of Metaphor.In A,Ortony.(ed).Metaphor And Thought.Cambridge:Cambridge University Press.124-136
Nattinger,J&J,Decarrico,1992.Lexical Phrases and Language Teaching.Oxford:Oxford University Press
Nation,I.S.P&Coady,J.1988.Vocabulary and reading.In Cater,R.and McCarthy,M.(eds).Vocabulary and Language Teaching.New York:Longman.97-110
Newmark,P.A.2002.Textbook of Translation.Shanghai:Shanghai Foreign Language Education Press
Pawley,A.& H.Syder.1983.Two Puzzles for Linguistic Theory:Nativelike Selection and Nativelike Fluency.In J.Richards & R.Schmit.(eds).Language and Comminication.London:Longman.191-226
Reddy,M.J.1993.The Conduit-Metaphor-A Case of Frame Conflict in our Language about Language.In A.Ortony.(ed).Metaphor and Thought.Cambridge:Cambridge University Press.164-201
Richards,I.A.1936.The philosophy of Rhetoric.New York:Harcourt,Brace&Co
Saussure,F.D.1959.Course in General Linguistics.London:Peter Owen Ltd
Saeed,J.I.2000.Semantics.Beijing:Foreign Language Teaching and Research Press
Searle,J.R.1993.Metaphor.In A.Ortony.(ed).Metaphor and Thought.Cambridge:Cambridge University Press.83-111
Sommer,E.1995.Metaphors Dictionary.New York:Gale Research Inc.
Sweetser,E.E.1990.From Etymology to Pragmatics.Cambridge:CUP.
Taylor,J.R.1989.Linguistic Categorization:Prototypes in Linguistics Theory.Oxford:Oxford University Press
Ungerer,F.& Schmid,H.J.2004.An Introduction to Cognitive Linguistics.Beijing:Foreign Language Teaching And Research Press
Visser,A.1990.Learning Vocabulary through Understanding Meanings:An Investigation of an Interactive Technology.ReLC Journal 21,1:11-28
Wilkins,D.A.1978.Linguistics in Language Teaching.London:Edward Arnold
Cai Longquan[蔡龙权],2003,隐喻理论在二语习得中的运用,《外国语》,6:38-45
Cai Longquan[蔡龙权],2004,隐喻化作为一词多义的理据,《上海师范大学学报》,5:111-117
Chen Lin,Wang Qiang & Chen Xiaotang[陈琳、王蔷、程晓堂],2004,《英语课程标准解读》(实验),南京:江苏教育出版社
Gong Yumiao[龚玉苗],2005,《培养隐喻意识与扩展英语词汇的关系研究》。兰州:硕士论文,西北师范大学
Hu Wenzhong[胡文仲],1995,《英美文化词典》。北京:外语教学与研究出版社
Hu Zhuanglin[胡壮麟],2004,《认知隐喻学》。北京:北京大学出版社
Lan Chun[蓝纯],2005,《认知语言学与隐喻研究》。北京:外语教学与研究出版社
Liang Xiaobo[梁晓波],2000,认知语言学对英语词汇教学的启示,《外语教学与研究》,6:30-34
Li Fuyin[李福印],2004,《应用认知语言学》。北京:中国文史出版社.
Lin Shuwu[林书武],1994,隐喻,其认知力及语言结构,《外语教学与研究》,2:23-28
Lin Shuwu[林书武],2002,隐喻研究的基本现状,焦点和趋势,《外观语》,1:38-45
Liu Daoyi[刘道义],2005,《英语》(高中第1、2册)。北京:人民教育出版社
Liu Ningsheng[刘宁生],1992,我们赖以生存的隐喻,《修辞学习》,5:21-24
Liu Yuhong[刘宇红],2001,Congruence浅议,《外国语》,6:43-48
Meng Xianjun[孟宪君],2004,《词汇教学中的隐喻认知》。上海:硕士论文,上海大学
Pang Jixian & Ding Zhanping[庞继贤、丁展平],2002,隐喻的应用语言学研究,《外语与外语教学》,6:9-12
Pan Hong[潘红],2005,《英汉国俗词语例话》。上海:上海外语教育出版社
Xiao Liquan[肖礼全],2006,《英语教学方法论》。北京:外语教学与研究出版社
Shen Jiaxuan[沈家煊],1991,语言研究中的认知观,《国外外语教学》,4:18-22
Shu Dingfang[束定芳],1996,《现代外语教学——理论、实践、方法》。上海:上海外语教育出版社
Shu Dingfang[束定芳],2001,《隐喻学研究》。上海:上海外语教育出版社
Shu Dingfang & Tang Benqing[束定芳、汤本庆],2002,隐喻研究中的若干问题和研究课题,《外语研究》,2:1-5
Tiao Wenhao[陶文好],2000,论UP的空间和隐喻意义的认知,《外语学刊》,4:13-18
Wang Fangting[汪方挺],2004,《好是上,坏是下—隐喻揭示了人类思维的什么秘密》。福州:硕士论文,福建师范大学
Wang Yin[王寅],1999,《论语言符号象似性-对索绪尔任意性的挑战与补充》。山东:新华出版社
Wang Yin[王寅],2001,《语义理论与语言教学》。上海:上海外语教育出版社
Yan Shiqing[严世清],1995,隐喻理论史探,《外国语》,4:27-31
Zhao Yanfang[赵艳芳],1999,《认知语言学概论》。上海:上海外语教育出版社
Black,M.1962.Models and Metaphors.Cornell:Cornell University Press
Black,M.1993.More about Metaphor.In A,Ortony.(ed).Metaphor and Thought.Cambridge:Cambridge University Press.19-41
Beheydt,L.1987.Vocabulary in Foreign Language Teaching Methodology.Dutch Crossing 32:3-25
Boers,F.2000.Metaphor Awareness and Vocabulary Retention.Applied Linguistic 21,4:553-571
Bogaards,P.2001.Lexical Unit and the Learning of Foreign Language Vocabulary.SSLA 23:321-343.
Brown,H .D.1980.Principles of Language Learning and Teaching.New Jersey:Prentice Hall,Inc.
Cameron,L & Low,G.2001.Researching and Applying Metaphor.Shanghai:Shanghai Foreign Language Education Press
Charteris-Black,J.2000.Metaphor and Vocabulary Teaching in ESP Economics.English for Special Purpose 8,4:123-142
Clark,J.M.& Paivio,A.1991.Dual Coding Theory and Education.Educational Psychological Review 3:103-118
Craik,F.& R,Lockhart.1972.Levels of Processing:a Framework of Memory Research.Journal of Verbal Learning and Verbal Behavior 11:671 -684
Cruse,D.A.1986.Lexical Semantics.New York:Cambridge University Press
Danesi,M.1993.Metaphoric Competence in Second Language Acquisition and Second Language Teaching:The Neglected Dimenson.In J.E.Alatis.(ed).Language,Communication,and Social Meaning.Washington,DC:Georgetown University Press.484-507
Deignan,A.2001.Collins Cobuild Guides 7:Metaphor.Beijing:Foreign Language Press
Fauconnier,G.1997.Mappings in Thought and Language.London:Cambridge University
Goatly,A .1997.The language of metaphors.London:Routledge
Halliday,M.A.K.2000.An Introduction to Functional Grammar.London:Edward Arnold
Hester,M .M.1967.The Meaning of'Poetic Metaphor.Hague:Mouton
Huckin,T.& Coady,J.1993.Second Language Reading and Vocabulary Learning.Norwood,NJ:Ablex
Jackendoff,R.1983.Semantics and Cognition.Cambridge:MIT Press
Kovecses,Z .1986.Metaphors of Anger,Price,and Love.Amsterdam:Benjamins
Lakoff,G,1987.Women,Fire,and Dangerous Things—What Categories Reveal about the Mind.Chicago:Chicago University Press
Lakoff,G.1993.The Contemporary Theory of Metaphor.In A,Ortony.(ed).Metaphor and Thought.Cambridge:Cambridge University Press.202-251
Lakoff,G & M,Johnson.1980.Metaphors We Live By.Chicago:The University of Chicago Press
Lakoff,G& M,Turner.1989.More Than Cool Reason:a field guide to poetic metaphor.Chicago:The University of Chicago Press
Langacker,R.W.1990.Concept,Image and Symbol:The Cognitive Basis of Grammar.Berlin:Mouton de Gruyter
Laufer,B .1997.What's in a Word that Makes it Hard or Easy:Some Intralexical Factors that Affect the Learning of Words.In M,McCarthy & N,Schmit.(eds).Vocabulary Description,Acquisition and Pedagogy.Cambridge:CUP.137-152
Lazar,G.1996.Using Figurative Language to Expand Students'Vocabulary.EL.Journal 50,1:43-53.
Leech,G.1983.Semantics.Harmondsworth:Penguin
Lewis,M.1993.The Lexical Approach.Hove:Language Teaching Publication
Low,G.1988.On Teaching Metaphor.Applied Linguistics.9,2:125-147
MacLennan,H.G.C.1994.Metaphors and Prototypes in the Learning Teaching of Grammar and Vocabulary.IRAL 32,2:97-110.
Mahon,J.E.2001.Geting your Resources Right:What Aristotle didn't Say.In Cameron & Low.(eds).Researching and Applying Metaphor.Shanghai:Shanghai Foreign Language Education Press.69-80
Matthews,P.H.1997.Oxford Concise Dictionary of Linguistics.Oxford:Oxford University Press
Morgan,J.L.1993.Observations on the Pragmatics of Metaphor.In A,Ortony.(ed).Metaphor And Thought.Cambridge:Cambridge University Press.124-136
Nattinger,J&J,Decarrico,1992.Lexical Phrases and Language Teaching.Oxford:Oxford University Press
Nation,I.S.P&Coady,J.1988.Vocabulary and reading.In Cater,R.and McCarthy,M.(eds).Vocabulary and Language Teaching.New York:Longman.97-110
Newmark,P.A.2002.Textbook of Translation.Shanghai:Shanghai Foreign Language Education Press
Pawley,A.& H.Syder.1983.Two Puzzles for Linguistic Theory:Nativelike Selection and Nativelike Fluency.In J.Richards & R.Schmit.(eds).Language and Comminication.London:Longman.191-226
Reddy,M.J.1993.The Conduit-Metaphor-A Case of Frame Conflict in our Language about Language.In A.Ortony.(ed).Metaphor and Thought.Cambridge:Cambridge University Press.164-201
Richards,I.A.1936.The philosophy of Rhetoric.New York:Harcourt,Brace&Co
Saussure,F.D.1959.Course in General Linguistics.London:Peter Owen Ltd
Saeed,J.I.2000.Semantics.Beijing:Foreign Language Teaching and Research Press
Searle,J.R.1993.Metaphor.In A.Ortony.(ed).Metaphor and Thought.Cambridge:Cambridge University Press.83-111
Sommer,E.1995.Metaphors Dictionary.New York:Gale Research Inc.
Sweetser,E.E.1990.From Etymology to Pragmatics.Cambridge:CUP.
Taylor,J.R.1989.Linguistic Categorization:Prototypes in Linguistics Theory.Oxford:Oxford University Press
Ungerer,F.& Schmid,H.J.2004.An Introduction to Cognitive Linguistics.Beijing:Foreign Language Teaching And Research Press
Visser,A.1990.Learning Vocabulary through Understanding Meanings:An Investigation of an Interactive Technology.ReLC Journal 21,1:11-28
Wilkins,D.A.1978.Linguistics in Language Teaching.London:Edward Arnold
Cai Longquan[蔡龙权],2003,隐喻理论在二语习得中的运用,《外国语》,6:38-45
Cai Longquan[蔡龙权],2004,隐喻化作为一词多义的理据,《上海师范大学学报》,5:111-117
Chen Lin,Wang Qiang & Chen Xiaotang[陈琳、王蔷、程晓堂],2004,《英语课程标准解读》(实验),南京:江苏教育出版社
Gong Yumiao[龚玉苗],2005,《培养隐喻意识与扩展英语词汇的关系研究》。兰州:硕士论文,西北师范大学
Hu Wenzhong[胡文仲],1995,《英美文化词典》。北京:外语教学与研究出版社
Hu Zhuanglin[胡壮麟],2004,《认知隐喻学》。北京:北京大学出版社
Lan Chun[蓝纯],2005,《认知语言学与隐喻研究》。北京:外语教学与研究出版社
Liang Xiaobo[梁晓波],2000,认知语言学对英语词汇教学的启示,《外语教学与研究》,6:30-34
Li Fuyin[李福印],2004,《应用认知语言学》。北京:中国文史出版社.
Lin Shuwu[林书武],1994,隐喻,其认知力及语言结构,《外语教学与研究》,2:23-28
Lin Shuwu[林书武],2002,隐喻研究的基本现状,焦点和趋势,《外观语》,1:38-45
Liu Daoyi[刘道义],2005,《英语》(高中第1、2册)。北京:人民教育出版社
Liu Ningsheng[刘宁生],1992,我们赖以生存的隐喻,《修辞学习》,5:21-24
Liu Yuhong[刘宇红],2001,Congruence浅议,《外国语》,6:43-48
Meng Xianjun[孟宪君],2004,《词汇教学中的隐喻认知》。上海:硕士论文,上海大学
Pang Jixian & Ding Zhanping[庞继贤、丁展平],2002,隐喻的应用语言学研究,《外语与外语教学》,6:9-12
Pan Hong[潘红],2005,《英汉国俗词语例话》。上海:上海外语教育出版社
Xiao Liquan[肖礼全],2006,《英语教学方法论》。北京:外语教学与研究出版社
Shen Jiaxuan[沈家煊],1991,语言研究中的认知观,《国外外语教学》,4:18-22
Shu Dingfang[束定芳],1996,《现代外语教学——理论、实践、方法》。上海:上海外语教育出版社
Shu Dingfang[束定芳],2001,《隐喻学研究》。上海:上海外语教育出版社
Shu Dingfang & Tang Benqing[束定芳、汤本庆],2002,隐喻研究中的若干问题和研究课题,《外语研究》,2:1-5
Tiao Wenhao[陶文好],2000,论UP的空间和隐喻意义的认知,《外语学刊》,4:13-18
Wang Fangting[汪方挺],2004,《好是上,坏是下—隐喻揭示了人类思维的什么秘密》。福州:硕士论文,福建师范大学
Wang Yin[王寅],1999,《论语言符号象似性-对索绪尔任意性的挑战与补充》。山东:新华出版社
Wang Yin[王寅],2001,《语义理论与语言教学》。上海:上海外语教育出版社
Yan Shiqing[严世清],1995,隐喻理论史探,《外国语》,4:27-31
Zhao Yanfang[赵艳芳],1999,《认知语言学概论》。上海:上海外语教育出版社