概念隐喻与语篇连贯 ——一项基于语料的中学英语作文连贯性分析

概念隐喻与语篇连贯 ——一项基于语料的中学英语作文连贯性分析

论文摘要

隐喻在传统意义上仅仅是一种修辞手段,人们对隐喻的研究也局限在词汇、短语和句法层面。随着1980年Lakoff和Johnson合著的《我们赖以生存的隐喻》的出现,隐喻研究进入认知领域。Lakoff和fohnson认为,人类的思维在很大程度上是隐喻性的,隐喻在概念形成过程中起到重要的作用。随着研究的深入,国内外诸多学者开始从语篇层面研究隐喻,尽管已经有一些研究用概念隐喻理论来解释篇章的连贯建构,但它的连贯建构途径是否能用来解释所有种类的语料还是不能下定论。在当前已有的研究中,学者们仍然以分析英语专业学生作文或专业英语文章为主,也有少量研究选择以国家英语等级考试写作作为研究对象,但用概念隐喻理论分析中学生英语作文连贯性的研究还几乎没有。本文以概念隐喻理论为基础,使用内省法以及定性和定量结合的分析方法对语料数据进行分析。整个研究共分析了从高中英语作文语料库中选取的100篇作文的连贯模式。在分析过程中发现,高中学生英语作文中的篇章连贯主要由一个概念隐喻、两个概念隐喻与一个预设隐喻、和多个概念隐喻混合三种形式构建;概念隐喻自身的系统性和共同蕴涵则使语篇在概念层次上具有连贯性。在概念隐喻构建篇章连贯时,参与构建篇章连贯的概念隐喻不是随机挑选出来的,可以通过列出不同概念下的蕴涵表来对应分析篇章的连贯性。验证概念隐喻构建语篇连贯的模式能用于分析此类语料的连贯性,既有理论意义也有实践意义:可以为语篇研究提供认知视角,丰富语篇分析的理论框架;也可以促进高中英语写作教学的研究的发展,为教学实践提供新的思路。

论文目录

  • 摘要
  • Abstract
  • 1 Introduction
  • 1.1 Introduction
  • 1.2 Objections of the Study
  • 1.3 Methods of the Study
  • 1.4 Significance of the Study
  • 1.5 Organization of the Study
  • 2 Literature Review
  • 2.1 The Current Situation of Coherence Study
  • 2.2 The Factors that Guarantee the Coherence
  • 2.2.1 World Knowledge
  • 2.2.2 Situation and Cultural Context
  • 2.2.3 Pragmatic Presupposition
  • 2.2.4 Script and Framework
  • 2.3 Previous Studies of Coherence in EFL Writing
  • 2.4 Conclusion
  • 3 Theoretical Framework
  • 3.1 Introduction
  • 3.2 The Development of the Conceptual Metaphor Theory
  • 3.3 The Classification of Conceptual Metaphor
  • 3.4 The Mechanisms of Conceptual Metaphor
  • 3.4.1 Mapping
  • 3.4.2 Interaction
  • 3.4.3 Blending
  • 3.5 The Elements for Conceptual Metaphor to Ensure the Discourse Coherence
  • 3.5.1 Entailment
  • 3.5.2 Preferred Entailment
  • 3.5.3 Four Forms of Mapping
  • 3.5.4 Systemic Nature of Conceptual Metaphor
  • 3.6 Types of Coherence Constructed by Conceptual Metaphor
  • 3.6.1 Metaphor of One Concept
  • 3.6.2 Metaphor of Two Concepts and a Preinstall
  • 3.6.3 Scores of Conceptual Metaphors Mixed
  • 4 Methodology
  • 4.1 Data Collection
  • 4.2 Methodology
  • 4.2.1 Introspection
  • 4.2.2 Qualitative and Quantitative Analysis
  • 4.3 Procedures
  • 4.4 Result of the Evaluation
  • 5 Analysis and Discussion
  • 5.1 Introduction
  • 5.2 Data Analysis
  • 5.2.1 Coherence Constructed by a Central Conceptual Metaphor
  • 5.2.2 Coherence Constructed by Two Conceptual Metaphor
  • 5.2.3 Coherence Constructed by More than Two Metaphors Together
  • 5.3 Results and Discussions
  • 5.4 Conclusion
  • 6 Conclusion
  • 6.1 Findings
  • 6.2 Limitations
  • 6.3 Suggestions
  • References
  • Appendix A 2010 高考英语高考作文评分标准
  • Acknowledgement
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