概念隐喻理论在英语词汇教学中的应用

论文摘要

传统隐喻观认为,隐喻是一种语言现象,即一种为了达到文学作品中的对比效果而采用的修辞手段。而现代隐喻观认为,隐喻是一种思维方式。自从1980年莱考夫和约翰逊的著作《我们赖以生存的隐喻》出版以来,从认知角度进行隐喻学研究引起了国内外语言学研究者的关注。莱考夫和约翰逊认为隐喻是一种认知活动,它在人们的日常生活中无处不在,不但在语言中,而且在思想和行为中。从这种意义上讲,我们大多数的日常概念系统本质上是隐喻的。因此,隐喻可以作为一种认知工具用来研究英语学习,尤其可用于研究英语词汇的学习和教学。隐喻可以从认知的角度改进英语词汇学习和教学。为此,本文首先对概念隐喻理论进行了系统的概述。其次,借助概念隐喻理论,根据中国学生和教师在英语词汇学习和教学中所碰到的问题,本文试探性地揭示了该理论在英语词汇学与教方面的效果。我们知道,基于经验相似性基础上的跨域映射,概念隐喻思维可以使我们通过借助具体、熟悉的事物去理解和体验抽象、陌生的事物。借助这种跨域映射的认知机制,概念隐喻理论对于中国学生学习英语单词,特别是对于学习英语词汇中的一词多义、习语和单词所包含的文化内涵是非常有效的。除此之外,该理论也为中国的英语老师提供了一种以认知思维方式教英语单词的方法,并且取得了一定效果。同时,该理论有助于鼓励师生培养隐喻意识和提高隐喻能力。总的来说,通过概念隐喻开展英语词汇学与教是一种可行的、有价值的方式。并且该方式可以用于英语其他方面的学习。因此,中国的师生都应该对此引起足够的重视。

论文目录

• Acknowledgement
• Abstract
• 摘要
• Chapter One Introduction
• 1.1 A Brief Introduction to Cognitive Linguistics
• 1.2 The Actual State of Metaphorical Theory and English Vocabulary Acquisition
• 1.3 The Purpose and Significance of the Research
• 1.4 The Overall Structure of the Research
• Chapter Two An Overview of Conceptual Metaphor Theory
• 2.1 The Definition of Metaphor
• 2.1.1 Aristotle’s Definition of Metaphor
• 2.1.2 Lakoff and Johnson’s Definition of Metaphor
• 2.2 The Main Characteristics of Metaphor
• 2.2.1 The Pervasiveness of Metaphor
• 2.2.2 The Systematicity of Metaphor
• 2.3 The Working Mechanism of the Conceptual Metaphor: Cross-domain Mapping
• 2.3.1 The Cross-domain Mapping
• 2.3.2 The Foundation of the Cross-domain Mapping: Experiential Similarity
• 2.4 The Classification of the Conceptual Metaphor
• 2.4.1 The Structural Metaphor
• 2.4.2 The Orientational Metaphor
• 2.4.3 The Ontological Metaphor
• 2.5 The Linguistic Function of Metaphor
• 2.5.1 Filling the Shortage of the Vocabulary
• 2.5.2 Improving the Precision and Vividness of Language Expressions
• 2.6 Summary
• Chapter Three Problems Facing Students in Studying English Vocabulary and Solutions by Using Conceptual Metaphor Theory
• 3.1 Problems Facing Students in Studying English Vocabulary
• 3.1.1 Difficulty in Studying Polysemy Terms
• 3.1.2 Difficulty in Learning Idioms by Chinese Students
• 3.1.3 Knowing the Meanings but not Being Certain about the Usage of Words
• 3.2 Possible Solutions by Using Conceptual Metaphor Theory
• 3.2.1 Application of Conceptual Metaphor Theory to Learning Polysemy Terms
• 3.2.2 Application of the Conceptual Metaphor Theory to Learning Idioms
• 3.2.3 Application of the Conceptual Metaphor Theory to Learning Cultural Implications
• 3.3 Summary
• Chapter Four Problems Facing Chinese Teachers in Teaching English Vocabulary and Solutions by Using Conceptual Metaphor Theory
• 4.1 Problems Facing Chinese Teachers in Teaching English Vocabulary
• 4.1.1 Problem Concerning How to Select Words to Teach
• 4.1.2 Problem Concerning Teaching Vocabulary Depending on the Mother Tongue
• 4.1.3 Problem Concerning Teachers’Lack of Theoretical Knowledge
• 4.2 Possible Solutions by Using the Conceptual Metaphor Theory
• 4.2.1 Metaphorical Approach to Teaching the Basic Level Words
• 4.2.2 Employing Conceptual Metaphor Theory to Overcoming Dependence of the Mother Tongue
• 4.2.3 Cultivating Metaphorical Awareness and Improving Metaphorical Competence
• 4.3 Summary
• Chapter Five Conclusion
• Bibliography