隐喻认知解读中的Figurative Thinking——一堂语篇阅读教学课程的个案分析  

"Figurative Thinking" in Cognitive Understanding of Metaphors——An Individual Study in Teaching Text Reading

作　　者：于广[1] 王松鹤[2] 

机构地区：[1]哈尔滨师范大学,哈尔滨150080 [2]黑龙江大学,哈尔滨150080

出　　处：《外语学刊》2011年第2期52-55,共4页Foreign Language Research

基　　金：教育部人文社科项目"语篇隐喻认知模式与二语习得能力研究"(08JA740018);黑龙江省教育厅人文社科研究项目"二语‘深度’习得隐喻意识及认知研究"(11522058);哈尔滨师范大学人文社会科学项目"中国大学生英语隐喻语言习得;认知及产出能力研究"(SYZ2009-09)和哈尔滨师范大学人文社科基金项目"中国特色的二语习得理论与实践研究"团体项目(ST2009-04)的阶段性成果

摘　　要：隐喻认知解读是语言学习者必备的一种语言解析能力。然而,在语篇阅读教学中,隐喻常常使学生陷入认知困境。本文力图通过在语篇教学中运用Littlemore和Low的研究成果——Figurative thinking询问程式,引导学生寻找事物间的概念相似性和关联性,激活学生大脑中的意象图式,达到语篇隐喻认知突破。Cognitive understanding of metaphors is an indispensable ability in language learning.However,in teaching text reading,metaphors frequently make students encounter cognitive paralysis.This study is designed to guide the students to employ Little-more and Low＇s ＂Figurative thinking＂ — a querying routine to seek for similarities between things as well as their relevance.It is also used to evoke the schema image in the mind of the students to gain cognitive breakthrough of textual metaphors.

关 键 词：语篇教学 隐喻 FIGURATIVE thinking询问程式 认知突破 

分 类 号：H005[语言文字—语言学]