【作者】 杨卫芳；

【导师】 汪少华；

【作者基本信息】 南京师范大学 ， 英语语言文学， 2008， 硕士

【摘要】 长期以来,由于受到索绪尔为代表的结构主义的影响,在外语教学中,词汇及词汇学习一直处于边缘状态,没有得到应有的重视。直到20世纪70年代,词汇教学在外语教学中的重要地位才逐渐得到人们的认可。然而在我国,大多数英语教师只注重词的音、形、义的介绍和分析,却忽视对词语认知理据的考察与讲解,从而导致学生花费大量时间学习词汇,但收效甚微。为了改变这种现状,国内外不少学者认为大部分词汇都是通过隐喻方式获得;隐喻是语言词汇体系丰富和演变的一种重要手段。那隐喻究竟是什么呢?传统隐喻理论认为隐喻只是一种修辞手段,是词的问题,是语言自身的特征。而认知语言学认为,隐喻不仅仅是一种语言现象,还是人们谈论和思维抽象概念的认知工具。1980年,莱可夫和约翰逊的合著《我们赖以生存的隐喻》的发表,标志着认知隐喻研究的真正开端。他们认为,隐喻是从一个概念领域向另一个概念领域的映射。我们的概念大多是隐喻的,而这些隐喻性的概念反映并决定了我们对世界的感知和相关的人与事物的理解。语言作为概念系统的反映,自然也具有了隐喻性。因此,莱可夫和约翰逊提出语言在本质上是隐喻性的,隐喻在语言中无所不在。隐喻、认知和语言的这一密切关系为词汇学习等外语学习找到了依据。本文首先对国内外英语汇教学及语言教学中的隐喻研究进行了较为详细的评述;其次,对概念隐喻理论的理论背景、定义、哲学基础和运作机制进行了介绍,分析了概念隐喻与语言表达之间的联系;再次,通过实证研究验证大学英语词汇教学中引入概念隐喻知识能否有助于学生词汇的习得。笔者对南通大学2006级非英语专业两个水平相当的班级的学生78人进行了13周的教学对比实验,研究结果表明:较传统词汇学习方式,大学英语课堂教学中融入概念隐喻知识更有助于学习者隐喻能力的发展和词汇水平的提高,同时学习者隐喻能力与词汇水平还具有显著的正相关性。最后本文结论部分,阐述了本研究发现对英语教学的一些启示:教师在英语教学中应注重对学生隐喻能力的培养,在教学实践中把概念隐喻作为一种认知手段,而不仅仅是修辞手段,鼓励学生运用概念隐喻法进行词汇学习。更多还原

【Abstract】 Under the influence of structuralism with Saussure as the leading person, vocabulary and vocabulary learning had been marginalized for a long time in foreign language teaching and learning. It was not until the 1970s that it gradually gained its recognition in the field of linguistic research. However, in China most EFL teachers focus more on the introduction of word pronunciation, formation and acceptations rather than comprehension of the underlying relationship between various meanings of the words from a cognitive perspective. As a result, the time and energy of learners have mostly been invested in learning vocabulary, but the achievement has been far from satisfactory. How to tackle this problem? Some scholars at home and abroad think that metaphor is an important process of expanding word meanings and English vocabulary evolves from the basic ones.What is metaphor on earth? Traditionally, metaphor has long been regarded as a rhetorical device and a matter of words, with the characteristic of language alone. But cognitive linguistics holds that metaphor is not only just a linguistic phenomenon, but is of thought and reason. It is the main mechanism through which we comprehend abstract concepts and abstract reason. The publication of the epoch-making classic Metaphor We Live By, written by Lakoff and Johnson, marked the real cognitive- paradigmatic shift of metaphor research. The Conceptual Metaphor Theory they proposed is a systematic and influential theory. They claim that conceptual metaphor, using experiences of one conceptual domain to express experiences of another domain, is a universal phenomenon in human language, in terms of which we both think and act. Most of our human concepts are metaphorical themselves, and our metaphorical concepts structure what we perceive, how we get around the world and how we relate to things and other people. Language, as its reflection, naturally follows suit. Lakoff and Johnson, therefore, argue that language is metaphorical in nature and metaphor is prevalent in everyday language. The close relationship of cognition, metaphor and language provides foreign language teaching and learning (including vocabulary teaching and learning) with a new perspective.The thesis, to begin with, reviews the studies on English vocabulary teaching and learning at home and abroad esp. the metaphor research in language teaching and learning, and meanwhile points out their importance and major defects. Next, a historical account of metaphor theories is given, especially that of Conceptual Metaphor Theory regarding its definition, philosophical basis and working mechanism as well as its links to linguistic expressions. To testify whether or not the application of Conceptual Metaphor Theory in college English teaching and learning can facilitate vocabulary learning, an relevant experiment is designed and carried out for 13 weeks in two classes from Nantong University. The result indicates that college English teaching and learning combined with knowledge of conceptual metaphor can facilitate the development of learners’ metaphorical competence and the improvement of their vocabulary level. Meanwhile, there exists a positively significant correlation between learners’ metaphorical competence and vocabulary level. In the end, some implications are proposed for English teaching and learning: EFL teachers should attach importance to applying conceptual metaphors in EFL teaching and use metaphor as a cognitive tool instead of only as a rhetoric device, and at the same time highlighting the cultivation of the students’ metaphorical competence and encouraging them to utilize a metaphorical approach to English vocabulary learning.更多还原