外语教学的新方向——英汉概念隐喻形式与意义表述关系研究  

A Prospective Trend for ELT——A comparative study of english and Chinese conceptual metaphors in terms of form and meaning

作　　者：李建波[1] 苏立昌[2] 

机构地区：[1]西安建筑科技大学,陕西西安710055 [2]南开大学,天津300071

出　　处：《西安建筑科技大学学报（社会科学版）》2009年第4期96-100,共5页Journal of Xi'an University of Architecture & Technology(Social Science Edition)

基　　金：教育部社会科学项目(06JA740030)

摘　　要：认知语言学将概念隐喻视为人类认识世界的一种思维模式。这一思维模式具有文化间的共性,同时也存在文化间的差异。研究表明,概念隐喻在外语教学中起着文化工具的作用,掌握和利用好这一文化工具,即目标语的概念隐喻思维模式,将对外语学习产生重要的影响。本文通过比较分析英汉概念隐喻形式与意义表述关系上的差异,阐述外语教学中掌握概念隐喻这一文化工具的重要意义以及怎样利用该文化工具掌握外语语义特征的技巧和方法。例如,如何通过系统的概念隐喻思维模式教学,培养学生的跨文化交际能力与英语思维能力的方法。从这一意义而言,它是外语教学方法改革的一个新的突破点。Conceptual metaphor, as a mode of thinking and an important tion, bears universal features. However, it also exhibits strong cultural component of human cogniidentity, thus causing different understanding of man） concepts as well as the outlook of the world around us. Putting such cultural differences of metaphorical thinking into the setting of foreign or second language learning and teaching, it is discovered that a systematic way to teach metaphor as a cultural tool will play an important role in the language learning process. It can make L2 learners aware of the important role of conceptual metaphorical thinking in their cognitive thinking process, i. e. the power of conceptual metaphors in shaping their thinking and understanding. It can also be a great extent helping the lan- guage learners cope with the differences of expressions and semantic features caused by the cultural differences with ease, thus greatly facilitating their learning. The paper explores the effectiveness of employing the teaching metaphor as a cultural tool, and the successful ways of carrying out such a method of teaching in a general teaching framework.

关 键 词：外语教学 概念隐喻 形式 意义 

分 类 号：H319.1[语言文字—英语]