二语写作中隐喻产出障碍分析  

Difficulty Analysis of Metaphor Production in Second Language Writings

作　　者：徐莹[1] 田苗[1] 

机构地区：[1]哈尔滨工程大学国际合作教育学院,黑龙江哈尔滨150001

出　　处：《哈尔滨学院学报》2012年第12期70-77,共8页Journal of Harbin University

基　　金：黑龙江省教育厅人文社会科学研究项目;项目编号:12524057;黑龙江省高等教育教学改革项目;项目编号:JG2012010144;哈尔滨工程大学2012年校级教改项目;项目编号:JG2012YB45

摘　　要：隐喻是人类认识客观世界的基本方式,隐喻性语言的使用反映了不同社会群体的思维方式、意识形态及文化背景。近年来,虽然很多研究者意识到隐喻能力培养在二语习得过程中的必要性,却很少关注中国学生在二语写作过程中是否能够运用相应质量和数量的隐喻表达。文章立足于Lakoff的概念隐喻理论,关注现有课堂教学环境下中国学生二语写作中的隐喻产出情况,通过有声思维、事后随访等方式深入探析其产出障碍并提出相应对策。Metaphor is the way people think and know the physical, soclat ano cultural worlds they live. Metaphorical language reveals thought patterns, ideologies and cultural back-ground shared by communities of speakers. Although scholars have noticed the necessity of the competence of using metaphor for EFL learners,there is few studies concerning whether Chinese students are able to metaphors in their English writings properly. With Lakoff＇ s concept meta- phor theory, this study reports the English metaphor production difficulties in Chinese students writing via the way of think-aloud protocol and interviews and proposes some solutions.

关 键 词：隐喻产出 二语学习 障碍分析 

分 类 号：H315[语言文字—英语]