中国教育背景下隐喻式外语教学的建构

论文摘要

外语教学已经有很长的历史,不同外语教学法的产生是不同历史时期社会需求的产物;在此条件下,出现了不同的外语教学目标。总体讲来,20 世纪之前,外语教师们注重目的语语言知识的传授。随着20 世纪70 年代世界经济的迅速发展和各国间相互交往的日益频繁,仅仅具有目的语语言知识已远远不能满足社会发展的需要;在语言基础上培养学生的交际能力已成为外语教师们共同的心声。交际教学法应运而生。当今世界,交际教学法已为人们接受,并在语言教学中得到广泛应用,对中国外语教学起到了很大的作用。但同时我们也看到,我国学生的外语仍然缺少本族语使用者的流利程度,他们往往用目的语语言结构来“包裹”母语思维,使得目的语内容与形式不协调。这除了缺少语言环境外,与其目的语隐喻能力的欠缺有着很大的关系。因此,帮助学生认识语言的隐喻性,培养学生的目的语隐喻能力应成为中国外语教学的重要组成部分。隐喻在传统理论中被视为是一种特殊的修辞格,是对常规语言的一种偏离。随着认知语言学的兴起和逐渐发展,隐喻所具有的强大的认知功能愈来愈为人们所认识,成为认知语言学中一个重要的研究课题。根据当代隐喻观,隐喻是一种认知手段,一种思维和行为方式,是语言发展的重要工具;隐喻普遍存在于人们的日常生活和语言中。不仅如此,隐喻在组织人们的思想概念体系方面起着基础结构的作用。人类认知体系是一个隐喻性结构系统,为了深刻认识和理解周围世界,人们本能地寻求不同概念之间的相似点,从而创造隐喻;不同隐喻之间的蕴含关系又使得人们形成了对某个概念的全面认识。隐喻还具有文化性,不同文化群体的人在其长期的历史实践中形成了具有不同文化色彩的认知体系,这种文化认知体系反映在语言中主要体现在词汇、语法和语篇层面。人类的认知概念系统是隐喻性的,概念系统又是语言形成的始作俑者和主要认知机制,所以语言也是隐喻性的。概念隐喻是人们以隐喻化的方式认知世界的产物,是人们在认识世界过程中最初对世界的看法和切分。随着时间的推移,一部分概念隐喻已经深深根植于人们的大脑中成为了常规隐喻;以常规隐喻为基础,人们不断地创造新奇隐喻,而新奇隐喻又会变成常规隐喻;人类语言

论文目录

Table of Contents

中文摘要

Abstract

Introduction

Chapter 1 Relevant Literature Review

1.1 A historical retrospect of the studies in foreign language teaching

1.1.1 Foreign language teaching in the West

1.1.2 Foreign language teaching in China

1.2 A historical retrospect of the studies on metaphor

1.2.1 The traditional view

1.2.2 The contemporary view

1.2.2.1 Historical background

1.2.2.2 The Interaction Theory

1.2.2.3 The cognitive view

1.3 Summary

Chapter 2 Theoretical Discussions on Metaphor and Foreign Language Teaching

2.1 Metaphor

2.1.1 The definition of metaphor

2.1.2 Conceptual metaphor and linguistic metaphor

2.1.3 The classification of conceptual metaphor

2.1.3.1 Structural metaphor

2.1.3.2 Ontological metaphor

2.1.3.3 Orientational metaphor

2.1.4 The characteristics of conceptual metaphor

2.1.4.1 Similarity of conceptual metaphor

2.1.4.2 Systematicity of conceptual metaphor

2.1.4.3 Cultural coherence of conceptual metaphor

2.1.5 The functions of conceptual metaphor

2.1.5.1 Conceptual metaphor as a way of human cognizing the world

2.1.5.2 Conceptual metaphor as a way of human thinking and acting

2.1.5.3 Conceptual metaphor as a way of human developing language

2.2 Metaphor and foreign language teaching

2.2.1 Conceptual metaphor and foreign language teaching

2.2.1.1 Structural metaphor and foreign language teaching

2.2.1.2 Ontological metaphor and foreign language teaching

2.2.1.3 Orientational metaphor and foreign language teaching

2.2.2 Conceptual metaphor and conceptual fluency in foreign language

2.2.3 Metaphorical competence

2.2.3.1 What metaphorical competence is

2.2.3.2 Relevant study on metaphorical competence

2.2.3.3 Implications from the study on metaphorical competence

Chapter 3 A Survey on Chinese Students’Metaphorical Competence of Foreign Language

3.1 Methodology

3.1.1 Research objective

3.1.2 Subjects

3.1.3 Instruments

3.1.4 The design of questionnaire and textual translation

3.1.5 Data collection

3.1.6 Date analysis

3.1.7 The reliability and validity

3.1.8 The limitations

3.2 The results

3.2.1 The results from the questionnaire on lexical level

3.2.1.1 The results from the four-choice answer on lexical level

3.2.1.2 The results from the explanations on lexical level

3.2.2 The results from the textual translation on grammatical and discourse levels

3.2.2.1 The results from the textual translation on grammatical level

3.2.2.2 The results from the textual translation on discourse level

3.3 The analysis

3.4 Conclusion

Chapter 4 Towards a Metaphorical Foreign Language Teaching

4.1 The theory of metaphorical foreign language teaching

4.2 The aim of metaphorical foreign language teaching

4.3 The principle of metaphorical foreign language teaching

4.4 The approach of metaphorical foreign language teaching

4.4.1 To teach metaphors

4.4.2 To teach metaphorically

4.5 The testing of metaphorical foreign language teaching

4.6 The advantages and limitations of metaphorical foreign language teaching

Conclusion

Appendix

Bibliography

Acknowledgements

攻读硕士学位期间发表的论文目录

中国教育背景下隐喻式外语教学的建构

论文摘要

论文目录

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