从对容器隐喻的掌握看中国学生对英语概念隐喻的学习

摘要

The description and empirical research in this paper begins to provide answers tosuch questions- if only by illustrating one possible way in which they could beinvestigated. In Chapter Two, I outline the development of second language learningtheories and practice, and identify a new trend in this field ignited by the cognitivelinguists' growing interest in metaphor. In Chapter Three, I discuss TheContemporary Theory of Metaphor, which is known as the stronger approach ofcognitive linguistics. The traditional distinction between figurative and literallanguage is challenged, and it is claimed that metaphor is pervasive in every aspect oflanguage and is grounded in physical experiences. In Chapter Four, I will present theresults of an empirical study conducted to investigate the effectiveness of the long-held assumption by language teachers that familiarity facilitates the learning ofmetaphorical expressions. In Chapter Five, the results of the experiment are discussedand explained in detail. In Chapter Six, I conclude the findings of the experiment andsuggest some ways to improve the learning.

目录

acknowledgement

Chapter One: Introduction

Chapter Two: Review of the Development of Applied Linguistics

2.1 Early Approaches

2.2 Recent Approaches

2.3 A New Trend

Chapter Three: The Contemporary Theory of Metaphor

3.1 Literal and Figurative Language

3.2 The Cognitive Nature of Metaphor

3.3 Metaphor and Metaphorical Expressions

3.4 Conceptual Metaphor

3.5 Basic Abstract Concepts and Conceptual Metaphor

3.6 Literary and Conceptual Metaphor

3.7 Grammar and Conceptual Metaphor

3.8 The Inheritance Hierarchy

3.8.1 EVENT STRUCTURE METAPHOR

3.8.2 LIFE IS A JOURNEY and LOVE IS A JOURNEY

3.9 Image Schema

Chapter Four: The Experiment

4.1 Design

4.1.1 Subjects

4.1.2 Test Instruments

4.1.3 Container Metaphor

4.2 Pilot Study and Procedure

4.3 Data Analysis

Chapter Five: Discussion

Chapter Six: Conclusion

References