【摘要】 二语者的隐喻思维能力培养是当前二语认知研究中的热点和难点。本文以汉语中的隐喻词汇为语料，对两个班的38名高水平汉语学习者进行两种教学模式的实验：实验班采用认知语境视域下的多语层耦合的隐喻词汇教学模式；对照班则采用传统阅读理解的教学模式。实验前进行前测，15周教学实验后进行后测。结果发现，后测中出现了耦合语境（动态语境）在教学中的促进效应，当师生认知语境发生耦合互动时，这种动态语境会通过隐喻词汇的各语层语境对整个隐喻词汇教学产生积极影响，使学习者的隐喻成绩得到提高。本实验揭示的耦合效应作用机制对高水平汉语学习者的隐喻词汇教学具有重要启示。更多还原

【Abstract】 The cultivation of metaphorical thinking ability in second language learners is a hot and difficult issue in current second language cognitive research. This study takes metaphorical vocabulary in Chinese as the corpus and conducts two teaching mode experiments on 38 high-level Chinese learners in two classes: the experimental class adopts a multi-linguistic layer coupling metaphorical vocabulary teaching mode under the cognitive context perspective; the control class adopts the traditional reading comprehension teaching mode. Pre-tests were conducted before the experiment, and post-tests were conducted after 15 weeks of teaching. The results show that the coupling context(dynamic context)has a promoting effect in teaching in the post-test. When the cognitive contexts of teachers and students are coupled and interact, this dynamic context will have a positive impact on the entire metaphorical vocabulary teaching through the contexts of each linguistic layer of metaphorical vocabulary,thereby improving the metaphorical performance of learners. The coupling effect mechanism revealed by this teaching experiment has important implications for the teaching of metaphorical vocabulary to high-level Chinese learners.更多还原