概念隐喻在高中英语词汇教学中的实证性研究
|
摘要
隐喻研究有着两千多年的历史。传统隐喻观仅仅将隐喻看作是一种语言现象,一种用于文学作品的修辞手段,一种语言的变异使用。20世纪80年代,莱考夫和约翰逊发表了《我们赖以生存的隐喻》,并在该著作中提出概念隐喻理论,标志着认知隐喻研究的真正开端。莱考夫和约翰逊认为隐喻在日常生活中无处不在,存在于语言、思维和行动中；隐喻是人类的认知现象,是一种思维方式；它的理论核心是概念隐喻是人类用其某一领域的经验来说明或理解另一领域经验的认知机制；因此隐喻是人们认知世界的工具。从认知角度研究概念隐喻对语言学习,尤其是对外语词汇学习的作用,是非常有益和必要的,而且一些语言学家已经尝试把概念隐喻理论运用到大学英语词汇教学中。本文作者通过实习发现,在高中教科书中也同样包含了隐喻词汇与隐喻表达,因此,作者提出大胆假设,即把概念隐喻理论运用到高中英语词汇教学中能够提高高中英语学习者的隐喻能力和词汇水平。
本文首先对概念隐喻的相关理论进行了详细的介绍,其中包括隐喻的基本理论,概念隐喻的定义、分类、特点和运作机制,分析了概念隐喻与英语词汇学习之间的联系；其次对国内外英语词汇教学及语言教学中的隐喻研究进行了较为详细的评述；再次,本文将概念隐喻理论具体运用到高中英语词汇教学当中,并设计了为期16周的教学实验,最后在科学收集数据后把实验组和控制组测试结果做了对比,发现融入概念隐喻知识更有助于高中英语学习者隐喻能力的发展和词汇水平的提高,同时作者根据实验过程中的发现和心得体会提出了利用概念隐喻理论来进行高中英语词汇教学的必要性和可能性,并借助该理论和生动的语言实例,分析了如何通过概念隐喻来学习英语多义词,英语习语,英语词汇中的文化内涵以及英语词汇的联系记忆法等概念隐喻词汇教学方法。
最后,本文在结论部分对全文进行了总结,分析了论文的不足之处,并对概念隐喻理论研究的其它方面提出建议,以供专家学者及教育工作者做进一步地深入研究。
The study of metaphor can be dated back to more than two thousand years ago. The traditional view of metaphor only regarded it as a linguistic phenomenon, a figure of speech employed in literary works, and a deviant use of language. In 1980s, Lakoff and Johnson published their book named Metaphors We Live By in which they put forward their Conceptual Metaphor Theory, marked the real cognitive-paradigmatic shift of metaphor research. In their book, Lakoff and Johnson (1980) claims that metaphor is pervasive in everyday language, structuring not only how we talk, but also how we think and act, and it is a way of human thinking or cognitive process; the core of conceptual metaphor is that it is a cognitive activity mapping from one specific and physical domain onto the abstract and non-physical domain; therefore, conceptual metaphor is a tool of human cognition. From the perspective of cognition, it is very important and necessary to study the role of conceptual metaphor in foreign language vocabulary teaching and learning. Some of the scholars and researchers have tried to apply conceptual metaphor to language vocabulary teaching and learning at college at home and abroad. However, through the observation in the daily teaching experience, the author finds that there are metaphorical words and expressions everywhere in the textbooks for senior high school students, but the application of conceptual metaphor to English vocabulary teaching in senior high school has been far less explored in China. Therefore, the author proposes a hypothesis that Conceptual Metaphor Theory can be applied to English vocabulary teaching in senior high school to enhance the students' metaphor competence and vocabulary level.
At the beginning of the thesis, the author reviewed the basic theory of metaphor and conceptual metaphor including its definition, classifications, features and its working mechanism as well as its links to linguistic expressions. Then, the author made an exposition on studies of implication of conceptual metaphor on vocabulary learning from the past until recent study at home and abroad. Meanwhile, in order to testify whether the application of Conceptual Metaphor Theory in senior high school English teaching and learning could facilitate vocabulary learning, a relevant experiment was designed and carried out for 16 weeks in two parallel classes, after the analysis of the collected data, the author made a comparison between CC group and EC group and finally got a conclusion that applying conceptual metaphorical method is an effective way to improve the vocabulary learning of senior high school students. At the same time, based on the experiment, the author put forward the necessity and flexibility of conceptual metaphorical vocabulary teaching in senior high school. It further revealed the specific significance of conceptual metaphor in improving the learning of polysemy, idiomatic expressions, cultural implications and word connections based on Conceptual Metaphor Theory.
Finally, the author made a conclusion and gave the limitations of the whole thesis, meanwhile, some suggestions were also made that more researches about Conceptual Metaphor Theory should be conducted further.
本文首先对概念隐喻的相关理论进行了详细的介绍,其中包括隐喻的基本理论,概念隐喻的定义、分类、特点和运作机制,分析了概念隐喻与英语词汇学习之间的联系；其次对国内外英语词汇教学及语言教学中的隐喻研究进行了较为详细的评述；再次,本文将概念隐喻理论具体运用到高中英语词汇教学当中,并设计了为期16周的教学实验,最后在科学收集数据后把实验组和控制组测试结果做了对比,发现融入概念隐喻知识更有助于高中英语学习者隐喻能力的发展和词汇水平的提高,同时作者根据实验过程中的发现和心得体会提出了利用概念隐喻理论来进行高中英语词汇教学的必要性和可能性,并借助该理论和生动的语言实例,分析了如何通过概念隐喻来学习英语多义词,英语习语,英语词汇中的文化内涵以及英语词汇的联系记忆法等概念隐喻词汇教学方法。
最后,本文在结论部分对全文进行了总结,分析了论文的不足之处,并对概念隐喻理论研究的其它方面提出建议,以供专家学者及教育工作者做进一步地深入研究。
The study of metaphor can be dated back to more than two thousand years ago. The traditional view of metaphor only regarded it as a linguistic phenomenon, a figure of speech employed in literary works, and a deviant use of language. In 1980s, Lakoff and Johnson published their book named Metaphors We Live By in which they put forward their Conceptual Metaphor Theory, marked the real cognitive-paradigmatic shift of metaphor research. In their book, Lakoff and Johnson (1980) claims that metaphor is pervasive in everyday language, structuring not only how we talk, but also how we think and act, and it is a way of human thinking or cognitive process; the core of conceptual metaphor is that it is a cognitive activity mapping from one specific and physical domain onto the abstract and non-physical domain; therefore, conceptual metaphor is a tool of human cognition. From the perspective of cognition, it is very important and necessary to study the role of conceptual metaphor in foreign language vocabulary teaching and learning. Some of the scholars and researchers have tried to apply conceptual metaphor to language vocabulary teaching and learning at college at home and abroad. However, through the observation in the daily teaching experience, the author finds that there are metaphorical words and expressions everywhere in the textbooks for senior high school students, but the application of conceptual metaphor to English vocabulary teaching in senior high school has been far less explored in China. Therefore, the author proposes a hypothesis that Conceptual Metaphor Theory can be applied to English vocabulary teaching in senior high school to enhance the students' metaphor competence and vocabulary level.
At the beginning of the thesis, the author reviewed the basic theory of metaphor and conceptual metaphor including its definition, classifications, features and its working mechanism as well as its links to linguistic expressions. Then, the author made an exposition on studies of implication of conceptual metaphor on vocabulary learning from the past until recent study at home and abroad. Meanwhile, in order to testify whether the application of Conceptual Metaphor Theory in senior high school English teaching and learning could facilitate vocabulary learning, a relevant experiment was designed and carried out for 16 weeks in two parallel classes, after the analysis of the collected data, the author made a comparison between CC group and EC group and finally got a conclusion that applying conceptual metaphorical method is an effective way to improve the vocabulary learning of senior high school students. At the same time, based on the experiment, the author put forward the necessity and flexibility of conceptual metaphorical vocabulary teaching in senior high school. It further revealed the specific significance of conceptual metaphor in improving the learning of polysemy, idiomatic expressions, cultural implications and word connections based on Conceptual Metaphor Theory.
Finally, the author made a conclusion and gave the limitations of the whole thesis, meanwhile, some suggestions were also made that more researches about Conceptual Metaphor Theory should be conducted further.
引文
[1]Aristotle.1954. Rhetoric and poetics [M]. New York:The Modern Library.
[2]Aristotle.1987. Poetics [M]. Translated by Hutton. London:Penguin,14-57.
[3]Atkinson, R. C. & Raugh, M. R.1975. An Application of the Mnemonic Keyword Method to the Acquisition of a Russian Vocabulary [J]. Journal of Experimental Psychology:Human learning and Memory 104/2:126-133.
[4]Bailey R.2003. Conceptual Metaphor, Language, Literature and Pedagogy [J]. Journal of Language and Learning,2(1):64,69.
[5]Black, M.1962. Models and Metaphors [M]. Cornell:Cornell University Press.
[6]Black, M.1993. More about Metaphor [M]. Cambridge:Cambridge University Press,19-41.
[7]Boers, F.2000. Metaphor Awareness and Vocabulary Retention [J]. Applied Linguistic,21, (4):553-571.
[8]Brown, H. D.1994 Principles of Language Learning and Teaching (3rd ed) [M]. Englewood Cliffs, NJ:Prentice Hall Regents.
[9]Brown, T. S. & Perry F. L. Jr.1991. A Comparison of Three Learning Strategies for ESL Vocabulary Acquisition [J]. TESOL quarterly 25/4:655-670.
[10]Cameron, L & Low, G.1999,2001. Researching and Applying Metaphor [M]. Shanghai:Shanghai Foreign Language Education Press.
[11]Cattell, J. M.1886. The Time Taken up by Cerebral Operations [J]. Mind 11: 220-242.
[12]Charteris-Black, J.2000. Metaphor and Vocabulary Teaching in ESP Economics [J]. English for Special Purpose,8, (4):123-142.
[13]Cooper, David E.1986. Metaphr [M]. Oxford:Basil Blackwell.
[14]Cortazzi, M & Jin, L.2001. Bridges to Learning:Metaphors of Teaching, Learning and Language. In Cameron, L.& Low, G.(Eds.) Researching and Applying Metaphor [M] Shanghai:Shanghai Foreign Language Education Press.
[15]Craik, F.& Lockhart, R. S.1972. Levels of Processing:A Framework for Memory Research [J]. Journal of Verbal Learning and verbal Behavior 11:671-684.
[16]Cruse, D. A.1986. Lexical Semantics [M]. New York:Cambridge University Press.
[17]Deignan, A. Gabrys, D. & Solska, A.1997 Teaching english metaphors using cross-linguistic awareness-raising activities [J]. ELT Journal 51, (4):352-360.
[18]Gibbs, R. W.1990. Comprehending figurative referential descriptions [J]. Journal of Experimental Psychology:Learning, Memory and Cognition,16:56-66.
[19]Gibbs, R. W.1992. What Do Idioms Really Mean? [J]. Journal of Memory and Language,32:485-506.
[20]Gibbs, R. W., Bogdamovich, J. M., Sykes, J. R. and Barr, D. J.1997. Metaphor in idiom comprehension [J]. Journal of Memory and Language,37:141-154.
[21]Gibbs, R. W., Strom, L. E. and Spiver-knowlton, M. J.1997. Conceptual metaphors in mental imagery for proverbs [J]. Journal of Mentallmagery,21, (3&4): 103-141.
[22]Goatly, A.1997. The language of metaphors [M]. London:Routledge.
[23]Goatly, A. & Ding, E. S.2002 A Comparison of the Metaphorical Structure of the English and Chinese Lexicons [J]. Investigations:Andrew Goatly and Ersu Ding ar Lingnan University.
[24]Goodenough, W. H.1964. Cultural anthropology and linguistics, in Garvin, P (Ed.) [J], Report of the Weventh Annual Round Table Meeting on Linguistics and Language Study. Washington, D. C.:Georgetown University Press.
[25]Gu, Y. & Johnson, R.K.1996. Vocabulary Learning Strategies and Language Learning Outcomes [J]. Language Learning.46/4:643-679.
[26]Johnson, M.1987. The Body in the Mind:The Bodily Basis of Meaning, Imagination and Reason [M]. Chicago:University of Chicago Press.
[27]Hulstijin, J. & Laufer, B.2001. Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition [J]. Language Learning 51/3:539-X58.
[28]Kovecses, Z.1986. Metaphors of Anger, Price, and Love [M]. Amsterdam: Benjamins.
[29]Kovecses, Z.2000. Metaphor and Emotion:Language, Culture, and Body in Human Feeling [M]. Cambridge:Cambridge University Press,32.
[30]Kovecses, Z & Szabo P.1996 Idioms:a new from cognitive semantics [J]. Applied Linguistics,17:56-62,326-355.
[31]Krashen, S. D.1982. Principles and Practice in Second Language Acquisition [M].Oxford:Pergamum Institute of English.
[32]Lakoff, G.1987. Women, Fire and Dangerous Things [M]. Chicago:University of Chicago Press.
[33]Lakoff, G.1990. The Invariance Hypothesis:Is Abstract Reason Based on Image-Schemas [J].Cognitive Linguistics,1:39-74.
[34]Lakoff, G. 1993. The Contemporary Theory of Metaphor [M]. Cambridge University Press,202-251.
[35]Lakoff, G. & Johnson, M.1980. Metaphors We Live By [M]. Chicago:University of Chicago Press.
[36]Lakoff, G. & Johnson, M.1999. Philosophy in the flesh-The embodied mind and its challenge to western thought [M]. New York:Basic Books.
[37]Lakoff, G. & Mark, T.1989. More than Cool Reason:a field guide to poetic metaphor [M]. Chicago:The University of Chicago Press,63-64
[38]Laufer, B.1997. What's in a Word that Makes it Hard or Easy:Some Intralexical Factors that Affect the Learning of Words [J]. Vocabulary Description, Acquisition and Pedagoby. Cambridge:CUP,137-152.
[39]Lazar, G.1996. Using Figurative Language to Expand Students'Vocabulary [J]. EL.Journal,50, (1):43-53.
[40]Leech, G.1983. Semantics [M]. Harmondsworth:Penguin.
[41]Littlemore, J.2001. Metaphor Competence, Second Language Learning, and Communicative Language Ability [J]. Applied Linguistics,27, (2).
[42]Low, G. 1988. On Teaching Metaphor [J]. Applied Linguistics,9, (2):125-147
[43]MacLennan, Pi. G. C.1994. Metaphors and Prototypes in the Learning Teaching of Grammar and Vocabulary [J]. IRAL,32, (2):97-110.
[44]McCarthy, M. J.& Carter, R. A.1988. Some vocabulary patterns in conversation [J]. Vocabulary and Language Teaching. London:Longman.
[45]Nation, I. S. P.1990. Teaching and Learning Vocabulary [M]. Newyork: Newbury House.
[46]Newmark, P. A.2002. Test book of Translation [M]. Shanghai:Shanghai Foreign Language Education Press.
[47]Nunberg, G. L., Sag, A. & Wasow, T.1994. Idioms [M]. Language,70, (3): 491-538.
[48]Ortony, A 1979/1993. Metaphor and Thought [M]. Cambridge:Cambridge University press.
[49]Oxford, R.1990. Language Learning Strategies:What Every Teacher Should Know [M] Boston, Massachusetts:Heinle..
[50]Pollio, H. R., & Smith, M. K.1980. Metaphoric Competence and Complex Human Problem Solving [J]. Cognition and Figurative Language,365-392.
[51]Reddy, M. J.1979/1993. The Conduit Metaphor:A case of Frame about Language, Metaphor and Thought [M]. Cambridge:Cambridge University Press, 164-201.
[52]Richards, J. C.1967. The role of vocabulary teaching [J]. TESOL Quarterly 10.
[53]Richards, I. A.1936. The Philosophy of Rhetoric [M]. Oxford:Oxford University Press.
[54]Ricoeur, P.1977. The Rule of Metaphor [M]. London:Routedge & Kegan Paul.
[55]Rott, S.1999. The Effect of Exposure Frequency on Intermediate Language Learners'Incidental Vocabulary Acquisition and Retention through Reading [J].Studies in Second Language Acquisition 21:589-619.
[56]Sacks. S.1979. On Metaphor [M]. Chicago:the University of Chicago Press, 126-127.
[57]Saragi, T., Nation, I. S. P. & Meister, G 1978. Vocabulary Learning and Reading [J]. System 6:72-78.
[58]Schmitt & McCarthy.1997. Vocabulary:Description, Acquisition and Pedagogy [M]. Cambridge:Cambridge University Press
[59]Schmtt, N. & McCarthy, M. (Ed.).2002. Vocabulary:Description,Acquisition and Pedagogy [M]. Shanghai:Shanghai Foreign Language Education Press,27.
[60]van Hell, J. Cz.& Candia Mann, A.1997. Keyword Mnemonics Versus Rote Rehearsal:Learning Concrete and Abstract Foreign Words by Experienced and Inexperienced Learners [J]. Language Learning 47:507-546.
[61]Verspoor, M.& Dirven, R.1998. Cognitive Exploration of Language and Linguistics [M]. Amsterdam:Benjamins.
[62]Wilkins, D. A.1978. Linguistics in Language Teaching [M]. London:Edward Arnold.
[63]蔡龙权.隐喻化作为一词多义的理据[J].上海师范大学学报,2004,第5期：111-117.
[64]蔡龙权.隐喻理论在二语习得中的应用[J].外国语,2003,第六期.
[65]董宏乐,徐建,梁育全.外语教学中的概念流利[J].外语教学与研究.2003,第2期.
[66]龚玉苗.培养隐喻意识与扩展英语词汇的关系研究[J].兰州：西北师范大学.2005.
[67]李福印.应用认知语言学-概念隐喻与意象图式在英语学习中的应用[M].北京：中国文史出版社,2004,1,44,650.
[68]梁晓波.认知语言学对英语词汇教学的启示[J].外语教学与研究,2000,(6)：30-34.
[69]林书武.隐喻,其认知力及语言结构[J].外语教学与研究.1994(2)：23-28.
[70]林书武.隐喻与象似性简介[J].当代语言学,1995,(3)：40-42.
[71]林书武.隐喻的一个具体运用-《语言的隐喻基础》评述[J].外语教学与研究,1996,(2)：66-70.
[72]林书武.《思维的比喻性》评介[J].外语教学与研究,1997,(2)：66-68.
[73]林书武.国外隐喻研究综述[J].外语教学与研究1997,(1)：11-19.
[74]林书武.“愤怒”的概念隐喻[J].外语与外语教学,1998,(2)：9-13.
[75]林书武.隐喻研究的基本现状,焦点和趋势[J].外国语,2002,(1)：38-45.
[76]刘宁生.我们赖以生存的隐喻[J].修辞学习,1992,(5)：21-24.
[77]庞继贤,于展平.隐喻的应用语言学研究[J].外语与外语教学,2002,6：9-12.
[78]束定芳.现代外语教学—理论、实践、方法[M].上海：上海外语教育出版社,1996.
[79]束定芳.亚里士多德与隐喻研究[J].外语研究,1996,(1)：11.
[80]束定芳.理查兹的隐喻理论[J].外语研究,1997,(3)：24-32.
[81]束定芳.论隐喻的本质及语义特征[J].外国语,1998,(6)：10-19.
[82]束定芳.隐喻学研究[M].上海：上海外语教育出版社,2000,172.
[83]束定芳.论隐喻的认知功能[J].外语研究,2001,(2)：23-31.
[84]束定芳.论隐喻的运作机制[J].外语教学与研究,2002,(2)：98-106.
[85]束定芳,汤本庆.隐喻研究中的若干问题与研究课题[J].外语研究,2002,(2)：1-6.
[86]孙边旗.隐喻与大学英语词汇习得[J].天津外国语学院学报,2004,第9期：77-80.
[87]王洪刚,杨忠.将隐喻引入外语教学法[J].中小学教师培训2000.(6)：28-30.
[88]吴莉.概念隐喻的分类及其在语言教学中的认知力[J].齐齐哈尔大学学报,2005,(11)：102-104.
[89]严世清.隐喻能力和外语教学.山东外语教学,2001,(2)：63,64.
[90]赵艳芳.英语隐喻的语用原则[J].解放军外国语学院学报1991,(6)：8-12.
[91]赵艳芳.隐喻的认知基础[J].解放军外国语学院学报,1994,(2)：30-34.
[92]赵艳芳.语言的隐喻认知结构-《我们赖以生存的隐喻》评价[J].外语教学与研究,1995(3)：67-72.
[93]赵艳芳.认知的发展与隐喻[J].外语与外语教学,1998,(10)：8-10.
[94]赵艳芳.认知语言学概论[M].上海：上海外语教育出版社,2001,90.
[2]Aristotle.1987. Poetics [M]. Translated by Hutton. London:Penguin,14-57.
[3]Atkinson, R. C. & Raugh, M. R.1975. An Application of the Mnemonic Keyword Method to the Acquisition of a Russian Vocabulary [J]. Journal of Experimental Psychology:Human learning and Memory 104/2:126-133.
[4]Bailey R.2003. Conceptual Metaphor, Language, Literature and Pedagogy [J]. Journal of Language and Learning,2(1):64,69.
[5]Black, M.1962. Models and Metaphors [M]. Cornell:Cornell University Press.
[6]Black, M.1993. More about Metaphor [M]. Cambridge:Cambridge University Press,19-41.
[7]Boers, F.2000. Metaphor Awareness and Vocabulary Retention [J]. Applied Linguistic,21, (4):553-571.
[8]Brown, H. D.1994 Principles of Language Learning and Teaching (3rd ed) [M]. Englewood Cliffs, NJ:Prentice Hall Regents.
[9]Brown, T. S. & Perry F. L. Jr.1991. A Comparison of Three Learning Strategies for ESL Vocabulary Acquisition [J]. TESOL quarterly 25/4:655-670.
[10]Cameron, L & Low, G.1999,2001. Researching and Applying Metaphor [M]. Shanghai:Shanghai Foreign Language Education Press.
[11]Cattell, J. M.1886. The Time Taken up by Cerebral Operations [J]. Mind 11: 220-242.
[12]Charteris-Black, J.2000. Metaphor and Vocabulary Teaching in ESP Economics [J]. English for Special Purpose,8, (4):123-142.
[13]Cooper, David E.1986. Metaphr [M]. Oxford:Basil Blackwell.
[14]Cortazzi, M & Jin, L.2001. Bridges to Learning:Metaphors of Teaching, Learning and Language. In Cameron, L.& Low, G.(Eds.) Researching and Applying Metaphor [M] Shanghai:Shanghai Foreign Language Education Press.
[15]Craik, F.& Lockhart, R. S.1972. Levels of Processing:A Framework for Memory Research [J]. Journal of Verbal Learning and verbal Behavior 11:671-684.
[16]Cruse, D. A.1986. Lexical Semantics [M]. New York:Cambridge University Press.
[17]Deignan, A. Gabrys, D. & Solska, A.1997 Teaching english metaphors using cross-linguistic awareness-raising activities [J]. ELT Journal 51, (4):352-360.
[18]Gibbs, R. W.1990. Comprehending figurative referential descriptions [J]. Journal of Experimental Psychology:Learning, Memory and Cognition,16:56-66.
[19]Gibbs, R. W.1992. What Do Idioms Really Mean? [J]. Journal of Memory and Language,32:485-506.
[20]Gibbs, R. W., Bogdamovich, J. M., Sykes, J. R. and Barr, D. J.1997. Metaphor in idiom comprehension [J]. Journal of Memory and Language,37:141-154.
[21]Gibbs, R. W., Strom, L. E. and Spiver-knowlton, M. J.1997. Conceptual metaphors in mental imagery for proverbs [J]. Journal of Mentallmagery,21, (3&4): 103-141.
[22]Goatly, A.1997. The language of metaphors [M]. London:Routledge.
[23]Goatly, A. & Ding, E. S.2002 A Comparison of the Metaphorical Structure of the English and Chinese Lexicons [J]. Investigations:Andrew Goatly and Ersu Ding ar Lingnan University.
[24]Goodenough, W. H.1964. Cultural anthropology and linguistics, in Garvin, P (Ed.) [J], Report of the Weventh Annual Round Table Meeting on Linguistics and Language Study. Washington, D. C.:Georgetown University Press.
[25]Gu, Y. & Johnson, R.K.1996. Vocabulary Learning Strategies and Language Learning Outcomes [J]. Language Learning.46/4:643-679.
[26]Johnson, M.1987. The Body in the Mind:The Bodily Basis of Meaning, Imagination and Reason [M]. Chicago:University of Chicago Press.
[27]Hulstijin, J. & Laufer, B.2001. Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition [J]. Language Learning 51/3:539-X58.
[28]Kovecses, Z.1986. Metaphors of Anger, Price, and Love [M]. Amsterdam: Benjamins.
[29]Kovecses, Z.2000. Metaphor and Emotion:Language, Culture, and Body in Human Feeling [M]. Cambridge:Cambridge University Press,32.
[30]Kovecses, Z & Szabo P.1996 Idioms:a new from cognitive semantics [J]. Applied Linguistics,17:56-62,326-355.
[31]Krashen, S. D.1982. Principles and Practice in Second Language Acquisition [M].Oxford:Pergamum Institute of English.
[32]Lakoff, G.1987. Women, Fire and Dangerous Things [M]. Chicago:University of Chicago Press.
[33]Lakoff, G.1990. The Invariance Hypothesis:Is Abstract Reason Based on Image-Schemas [J].Cognitive Linguistics,1:39-74.
[34]Lakoff, G. 1993. The Contemporary Theory of Metaphor [M]. Cambridge University Press,202-251.
[35]Lakoff, G. & Johnson, M.1980. Metaphors We Live By [M]. Chicago:University of Chicago Press.
[36]Lakoff, G. & Johnson, M.1999. Philosophy in the flesh-The embodied mind and its challenge to western thought [M]. New York:Basic Books.
[37]Lakoff, G. & Mark, T.1989. More than Cool Reason:a field guide to poetic metaphor [M]. Chicago:The University of Chicago Press,63-64
[38]Laufer, B.1997. What's in a Word that Makes it Hard or Easy:Some Intralexical Factors that Affect the Learning of Words [J]. Vocabulary Description, Acquisition and Pedagoby. Cambridge:CUP,137-152.
[39]Lazar, G.1996. Using Figurative Language to Expand Students'Vocabulary [J]. EL.Journal,50, (1):43-53.
[40]Leech, G.1983. Semantics [M]. Harmondsworth:Penguin.
[41]Littlemore, J.2001. Metaphor Competence, Second Language Learning, and Communicative Language Ability [J]. Applied Linguistics,27, (2).
[42]Low, G. 1988. On Teaching Metaphor [J]. Applied Linguistics,9, (2):125-147
[43]MacLennan, Pi. G. C.1994. Metaphors and Prototypes in the Learning Teaching of Grammar and Vocabulary [J]. IRAL,32, (2):97-110.
[44]McCarthy, M. J.& Carter, R. A.1988. Some vocabulary patterns in conversation [J]. Vocabulary and Language Teaching. London:Longman.
[45]Nation, I. S. P.1990. Teaching and Learning Vocabulary [M]. Newyork: Newbury House.
[46]Newmark, P. A.2002. Test book of Translation [M]. Shanghai:Shanghai Foreign Language Education Press.
[47]Nunberg, G. L., Sag, A. & Wasow, T.1994. Idioms [M]. Language,70, (3): 491-538.
[48]Ortony, A 1979/1993. Metaphor and Thought [M]. Cambridge:Cambridge University press.
[49]Oxford, R.1990. Language Learning Strategies:What Every Teacher Should Know [M] Boston, Massachusetts:Heinle..
[50]Pollio, H. R., & Smith, M. K.1980. Metaphoric Competence and Complex Human Problem Solving [J]. Cognition and Figurative Language,365-392.
[51]Reddy, M. J.1979/1993. The Conduit Metaphor:A case of Frame about Language, Metaphor and Thought [M]. Cambridge:Cambridge University Press, 164-201.
[52]Richards, J. C.1967. The role of vocabulary teaching [J]. TESOL Quarterly 10.
[53]Richards, I. A.1936. The Philosophy of Rhetoric [M]. Oxford:Oxford University Press.
[54]Ricoeur, P.1977. The Rule of Metaphor [M]. London:Routedge & Kegan Paul.
[55]Rott, S.1999. The Effect of Exposure Frequency on Intermediate Language Learners'Incidental Vocabulary Acquisition and Retention through Reading [J].Studies in Second Language Acquisition 21:589-619.
[56]Sacks. S.1979. On Metaphor [M]. Chicago:the University of Chicago Press, 126-127.
[57]Saragi, T., Nation, I. S. P. & Meister, G 1978. Vocabulary Learning and Reading [J]. System 6:72-78.
[58]Schmitt & McCarthy.1997. Vocabulary:Description, Acquisition and Pedagogy [M]. Cambridge:Cambridge University Press
[59]Schmtt, N. & McCarthy, M. (Ed.).2002. Vocabulary:Description,Acquisition and Pedagogy [M]. Shanghai:Shanghai Foreign Language Education Press,27.
[60]van Hell, J. Cz.& Candia Mann, A.1997. Keyword Mnemonics Versus Rote Rehearsal:Learning Concrete and Abstract Foreign Words by Experienced and Inexperienced Learners [J]. Language Learning 47:507-546.
[61]Verspoor, M.& Dirven, R.1998. Cognitive Exploration of Language and Linguistics [M]. Amsterdam:Benjamins.
[62]Wilkins, D. A.1978. Linguistics in Language Teaching [M]. London:Edward Arnold.
[63]蔡龙权.隐喻化作为一词多义的理据[J].上海师范大学学报,2004,第5期：111-117.
[64]蔡龙权.隐喻理论在二语习得中的应用[J].外国语,2003,第六期.
[65]董宏乐,徐建,梁育全.外语教学中的概念流利[J].外语教学与研究.2003,第2期.
[66]龚玉苗.培养隐喻意识与扩展英语词汇的关系研究[J].兰州：西北师范大学.2005.
[67]李福印.应用认知语言学-概念隐喻与意象图式在英语学习中的应用[M].北京：中国文史出版社,2004,1,44,650.
[68]梁晓波.认知语言学对英语词汇教学的启示[J].外语教学与研究,2000,(6)：30-34.
[69]林书武.隐喻,其认知力及语言结构[J].外语教学与研究.1994(2)：23-28.
[70]林书武.隐喻与象似性简介[J].当代语言学,1995,(3)：40-42.
[71]林书武.隐喻的一个具体运用-《语言的隐喻基础》评述[J].外语教学与研究,1996,(2)：66-70.
[72]林书武.《思维的比喻性》评介[J].外语教学与研究,1997,(2)：66-68.
[73]林书武.国外隐喻研究综述[J].外语教学与研究1997,(1)：11-19.
[74]林书武.“愤怒”的概念隐喻[J].外语与外语教学,1998,(2)：9-13.
[75]林书武.隐喻研究的基本现状,焦点和趋势[J].外国语,2002,(1)：38-45.
[76]刘宁生.我们赖以生存的隐喻[J].修辞学习,1992,(5)：21-24.
[77]庞继贤,于展平.隐喻的应用语言学研究[J].外语与外语教学,2002,6：9-12.
[78]束定芳.现代外语教学—理论、实践、方法[M].上海：上海外语教育出版社,1996.
[79]束定芳.亚里士多德与隐喻研究[J].外语研究,1996,(1)：11.
[80]束定芳.理查兹的隐喻理论[J].外语研究,1997,(3)：24-32.
[81]束定芳.论隐喻的本质及语义特征[J].外国语,1998,(6)：10-19.
[82]束定芳.隐喻学研究[M].上海：上海外语教育出版社,2000,172.
[83]束定芳.论隐喻的认知功能[J].外语研究,2001,(2)：23-31.
[84]束定芳.论隐喻的运作机制[J].外语教学与研究,2002,(2)：98-106.
[85]束定芳,汤本庆.隐喻研究中的若干问题与研究课题[J].外语研究,2002,(2)：1-6.
[86]孙边旗.隐喻与大学英语词汇习得[J].天津外国语学院学报,2004,第9期：77-80.
[87]王洪刚,杨忠.将隐喻引入外语教学法[J].中小学教师培训2000.(6)：28-30.
[88]吴莉.概念隐喻的分类及其在语言教学中的认知力[J].齐齐哈尔大学学报,2005,(11)：102-104.
[89]严世清.隐喻能力和外语教学.山东外语教学,2001,(2)：63,64.
[90]赵艳芳.英语隐喻的语用原则[J].解放军外国语学院学报1991,(6)：8-12.
[91]赵艳芳.隐喻的认知基础[J].解放军外国语学院学报,1994,(2)：30-34.
[92]赵艳芳.语言的隐喻认知结构-《我们赖以生存的隐喻》评价[J].外语教学与研究,1995(3)：67-72.
[93]赵艳芳.认知的发展与隐喻[J].外语与外语教学,1998,(10)：8-10.
[94]赵艳芳.认知语言学概论[M].上海：上海外语教育出版社,2001,90.
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |