【摘要】 本文采用隐喻分析法,调查学生使用一套医学英语教材的体验情况。分析显示,不同年级和专业学生的使用体验存在差异,英语水平、学习动机以及专业知识熟悉度是造成差异的主要原因;隐喻归因涵盖了教材在认知、审美和情感三个维度的用户体验,而且情感体验在很大程度上受到认知和审美体验的影响。理想的ESP教材要充分满足学生对专业知识和语言知识的认知需求,同时为学生带来丰富的审美体验,这样才能成为学生情感依恋的对象。隐喻分析可获得学生对教材直观且全面的看法,可揭示教材的可取和不足之处,对教材开发具有启发意义。更多还原

【Abstract】 This study used metaphor analysis to investigate students’ experience of using a medical English textbook. Results showed that students of different grades and programs assumed different attitudes towards the textbook, which could be attributed to the different levels of students’ language proficiency, motivation and familiarity with subject matter knowledge; the reasons entailed in the metaphors brought light to three dimensions of textbook evaluation, namely cognitive, aesthetic and affective, and one’s affective experience of using a textbook was largely dependent on the textbook’s cognitive and aesthetic functions. An ideal ESP textbook needs not only to cater to students’ quest for subject matter knowledge and language knowledge, but also to enrich their aesthetic experience, and hence can possibly establish a strong affective bond. The study suggests that metaphor analysis can comprehensively reveal the textbook users’ authentic perception, and the merits and demerits of the textbook indicated in the metaphors can provide significant implications for textbook development.更多还原