摘要
本研究运用隐喻归纳测验,对522名英语专业大学生的概念隐喻归纳能力进行了分析。研究发现:1)被试概念隐喻归纳能力因任务不同而体现出一定的差异性,被试概念隐喻归纳的次级隐喻模式具有多样性,被试归纳出来的源域范畴具有明显的家族像似性;2)语义联想和类比推理是被试所使用的主要隐喻归纳策略;3)被试的隐喻归纳过程和结果并不支持Lakoff&Johnson(1980)概念隐喻理论所认为的主体心智中存在概念隐喻表征体系这一观点。因此,研究认为我们应该对概念隐喻理论持谨慎态度,教学中不宜过分夸大其作用和价值。
This paper,with the metaphor induction test,aims to investigate the conceptual metaphor induction competence of522 English majors. The results indicate： 1） metaphor induction competence varies with the different tasks; there are various subclass metaphorical patterns of the results; and the source domain results have strong family resemblance features; 2） semantic association and analogical reasoning are the most frequently used strategies by the subjects; 3） conceptual metaphor induction processes and results don＇t provide any empirical evidence to support Conceptual Metaphor Theory,raised by Lakoff Johnson（ 1980）,which holds the idea that there exists mental representation of conceptual metaphors in every subject. Therefore,this paper suggests that we take care not to exaggerate the significance and values of Conceptual Metaphor Theory in language teaching.
出处
《外语教学》
CSSCI
北大核心
2014年第5期35-39,共5页
Foreign Language Education
基金
2012年国家社科基金课题"中国大中小学生认知隐喻能力发展研究"(项目编号:12BYY049)的部分研究成果
关键词
英语专业
概念隐喻
隐喻归纳
隐喻能力
English majors
conceptual metaphor
metaphor induction
metaphorical competence
