【作者】 张丹；

【导师】 陈宏俊；

【作者基本信息】 大连理工大学 ， 外国语言学及应用语言学， 2016， 硕士

【摘要】 隐喻自古以来就是研究热点。随着隐喻研究的发展,隐喻研究经历了从修辞学到认知学的过程。尤其是在认知隐喻中,Lakoff和Jonhson指出隐喻是一种认知工具和思维手段,同时他们提出了概念隐喻理论。概念隐喻理论认为隐喻的本质上是概念性的,它是一个强有力的认知工具,可以帮助人们认知抽象的事物。概念隐喻是存在于脑中的系统性概念网络,这个网络促使使用者更好地掌握隐喻性语言。这种概念隐喻被大多数学者认可,大多数研究利用一语被试来证明该观点,但是很少有研究把概念隐喻与二语相结合。因此,本实验研究概念隐喻与双语的结合,尤其是和双语者的心理表征的结合。双语者二语学习尤其是二语的心理表征学习是近50年来比较热门的研究,这些研究围绕着“二语者的心理表征是否和单语者相同的心理表征相同“和“两种语言是怎样存储于双语者的大脑中的”这两个基本问题展开。根据这两个基本问题,学者们提出了两个基本的假设,即“独立表征说”和“共享表征说”。“独立表征说”认为双语者的知识是单独储存于不同的大脑系统中的, “共享表征说”则坚持双语者的语言表征是共享的。这两种观点各有自己的实验证明,一直没有得到统一的答案。但是随着“共享表征说”的发展,出现了“词汇联结说”、“概念中介说”和“修定后的层次模型”。本研究的实验利用跨语言和同语言启动效应来研究双语者理解二语隐喻性语言时候的心理表征。研究包含两个实验,一是英语目标句实验,二是汉语目标实验。在实验中,被试首先看到概念隐喻句子的启动句,然后相关性隐喻句子的目标句出现。其中,启动句分为零启动、汉语启动和英语启动三种。被试所要做的就是判断是否理解该目标句,如果理解,按“J”键；如果不理解,按“F”键。结果显示,有启动的句子理解目标句的反应时短于没有启动的反应时。该实验的研究结果可以证明概念隐喻对双语学习者理解的二语的隐喻句子有促进作用,符合概念隐喻理论。同时,双语者的心理表征符合修定后的层次模型。更多还原

【Abstract】 Metaphor study has been a hot issue since ancient time which developed from rhetorical perspective to cognitive perspective. In the early time, metaphor was studied as a figure of speech. Later on, metaphor has been studied as a way of thinking. From cognitive perspective, Lakoff and Johnson put forward the conceptual metaphor theory which claims that the nature of the metaphor is fundamentally and systematically conceptual. It is a powerful cognitive tool for people to conceptualize the abstract things and used as the neural network to help speakers to master the metaphorical expressions, and this opinion was proved by the native subjects. However, how the bilinguals process metaphors is still unsolved. Therefore in the present study, we combine the study of conceptual metaphor with the study of the bilingualism, especially for bilingual’s· mental representation. In recent five decades, the researches of bilingual’s mental representation have been a hot topic discussed home and abroad. Researchers adopt different kinds of experiments to see the mental representation. They addressed the topic revolving these basic questions:Is the bilingual’s mental representation the same as the monolingual’s? And how the two systems of the languages are stored in bilingual’s mind? According to these questions, the researchers come up with two controversial theoretical hypotheses. They are the separate hypothesis and the shared hypothesis. The former holds that the semantic system stored separately in different systems of the bilingual’s mind, and the latter holds that the semantic system presented in a common system. And the following debates of mental representation are still unsolved because of those two conflicting opinions. Following with the studies, some new theories came into being, such as the word association model, concept mediation model and the revised hierarchical model(RHM).In the experiment, we use’ inter-language and intra-language priming effect to test the bilingual’s mental representation when comprehending the metaphorical expressions of their second language. This study consists of two experiments: one is the English target experiment, and the other is the Chinese target experiment. In the experiments the participants are shown a conceptual metaphor such as Chinese conceptual metaphor, English conceptual metaphor or zero priming sentence which means no priming. Then a metaphorical linguistic expression in the second language appears. The subject’s task is to judge if they understand the sentences. If they do, press the "J" key, and if not, press "F" key. The results show that, the reaction time of the sentences which have the primes are shorter than those of zero primes. And this can verify that, the conceptual metaphor can facilitate the understanding of the metaphorical expressions of their second language. This is in accordance with the conceptual metaphor theory and verify that the bilingual’s mental representation fits the shared hypothesis. Furthermore, the bilingual’s mental representation of the conceptual metaphor can be supported by the RHM.更多还原