【作者】 荣彩虹；

【导师】 陈宏新；

【作者基本信息】 山东师范大学 ， 课程与教学论， 2006， 硕士

【摘要】 在二语教学方面一直存在这样的问题,学习者获得第二语言的概念流利性的能力很差。英语概念流利性是指根据隐喻结构了解一种语言如何反映概念并将它编码。研究表明,语言学习者在利用隐喻构筑目标语言的概念方面缺乏系统训练,因此如何增强隐喻能力是十分重要的。语言中充满了隐喻,隐喻在教材中无处不在,且常以词、词组、句子或篇章的形式出现,这自然影响学生在阅读理解过程中“掌握中心大意及说明中心大意的事实和细节,并能就文章的内容进行分析、推理、判断和综合概括,领会作者的观点和态度……”(《大学英语教学大纲》[修订本],1999:3)。在教学中,面对隐喻理解问题,如何帮助学生更好的识别不同类型的隐喻,理解它们的词汇和语篇含义则是提高学生理解能力的关键。随着隐喻研究的兴起,认知科学,心理学等各种学科的研究者也加入到隐喻的研究中。他们从不同角度说明隐喻“在人类认知和社会活动中不可低估的作用”(束定芳,2000)。这就形成了隐喻的现代认知观:隐喻不仅仅是一种语言现象,从本质上看,隐喻是一种认知现象,它是人类认知活动的结果与工具。持这种观点的代表人物是Lakoff和Johnson,他们指出:隐喻的本质就是通过另一事物来理解和经历某一类事物。隐喻是以语言为载体的思维现象,具有多方面的功能。从认知心理学角度,它反映了人对客观世界的认识;从语言系统本身看,它是语言发展、变化的动力机制;从修辞学角度,则是表达复杂事物和思想的有力工具。三者相互联系。由于隐喻具有复杂的功能,对于隐喻的理解也必须从多方面考虑。隐喻的理解与普通语言总体上没有本质差异,涉及隐含意义的推理,关于世界的知识、语境的限制、想象、创造性等,但相同之中存在区别。本文对大学生的隐喻理解能力进行了问卷调查。问卷是由16个隐喻句子(选自《21世纪大学英语》和《新视野大学英语》)组成,并对山东师范大学270名非英语专业的大学生进行了调查。要求受试者首先判断问卷中的句子是否为隐喻,然后描述自己是如何理解的。其目的是调查学生是怎样理解隐喻的。对问卷收集的数据进行定性分析。论文共由五章构成,第一章主要陈述了隐喻的概念、隐喻、语言和认知三者的更多还原

【Abstract】 Among the existing questions in the aspect of second-language teaching, one ofwhich is that learners are poor in acquiring conceptual fluency of a second language.Conceptual fluency defines, according to metaphor structure, to understand how languagereflects concept and encode it. Studies show that language learners lack systematicaltraining in constructing concept of the target language, so it is important to strengthenmetaphor competence. Metaphorical language appears everywhere in the forms of lexis,sentences and discourses which naturally affects the students reading comprehensionability so that they can not grasp the general meaning and explain the detail nor analyze,infer, judge nor synthesize the contents, and finally can not read the author’s opinion andattitude …(Teaching –outline of College English [ Revision] 1999: 3). Facing theproblems of metaphorical language comprehension, how we should help students betterrecognize and comprehend different types of metaphors is a key to improve the students’comprehension ability.With the rising of metaphor-studying, researchers from the fields of cognitivescience, psychics etc also get down to study metaphor. They interpret that metaphor playsan important role in human cognition and social activity (Shu Dingfang, 2000), whichformed modern cognition view: Metaphor is not only a language but, in essence, acognition. metaphor is the result and tool of human knowing and conceiving the world.Lakoff and Johnson (1980) summarize that the essence of metaphor is understanding andexperiencing one kind of thing in terms of another.Being of multi-functions, metaphor is a thinking phenomenon with language as acarrier. In cognitive psychology, metaphor is reflection of human cognition towards theworld;in language system, it drives language’s development and variation;in rhetoric, itis the power tool to express complicated things and thought. Owing to the complicatedfunctions of metaphor, metaphor must be comprehended from the multi-aspects. Nobasic differences exist between metaphor comprehension and literal comprehension.Metaphor comprehension involves meaning inference, schema knowledge, context,imagination and creativity etc, all of which have difference out of sameness.In this dissertation, a survey on metaphor comprehension is conducted amongcollege students, and the participants are 270 non-English major undergraduates fromShandong Normal University. The questionnaire consists of sixteen items. All the itemsare metaphors selected from College English book (21 Century College English and NewHorizon College English);First of all, participants are required to judge whether items inthe questionnaire are metaphors or not, and in the second step of the questionnaire,participants are required to give explanations to the sixteen items in order to perceive howpeople understand these metaphorical sentences. The results of the sixteen items wereanalyzed from a qualitative approach.The dissertation consists of 5 Chapters. Chapter 1 mainly illustrates the definition ofmetaphor;relationship between metaphor and language, metaphor and cognition,language and cognition;necessity of studying metaphor comprehension in Englishteaching. Chapter 2 mainly states theoretical view of metaphor comprehension in Englishteaching, that is, the comparison view, the interaction view, the pragmatic view, and thecognitive view;the nature of comprehension of metaphorical language and relationshipbetween metaphor comprehension and foreign language acquisition. In Chapter 3, asurvey on metaphor comprehension among college students is conducted, and then we doa theoretical analysis on collected data. We reach the results that minor students’linguistic competence is poor;most students’ metaphorical competence, especially,metaphor thinking, is also deficient and among the four factors which affects metaphorcomprehension, culture and image schema seriously affects students’ metaphorcomprehension, so correspondent suggestion and countermeasures are put forward inChapter 4, that is, students’ English linguistic competence need be strengthened;students’metaphorical competence, esp. metaphor thinking, need to be cultivated, so is culturalawareness. Chapter 5 is limitation and prospect of the dissertationIn this dissertation, four factors that affect metaphor comprehension were putforward and researched. The collected data is analyzed. On the basis of all the formermetaphor comprehension theories, three constructive countermeasures are given. I hopethey can play an active role in college English teaching and learning. The more importantis that improvement on metaphor comprehension competence can facilitate learners’conceptual fluency.更多还原