基于概念隐喻理论的英语习语理解与记忆研究  

A Study on English Idiom Comprehension and Retention Based on the Conceptual Metaphor Theory

作　　者：唐玲[1] 王维倩[1] 

机构地区：[1]江苏理工学院外语学院,江苏常州213001

出　　处：《外语研究》2014年第5期55-58,65,共5页Foreign Languages Research

基　　金：江苏省教育厅高校哲学社会科学研究基金资助项目"英语习语的语义建构理论及其应用研究"(编号:2012SJB740008)的阶段性成果

摘　　要：基于概念隐喻理论,本研究对比了显性与隐性的概念隐喻教学模式对英语习语理解与记忆的影响。实验结果显示:显性的比隐性的教学模式更能促进英语习语理解与短时记忆。然而,两种教学模式对习语长时记忆影响无明显差异。同时发现学习者如何将母语隐喻能力恰当迁移为二(外)语隐喻能力也是影响理解与记忆隐喻表达的重要因素。结论为:有必要通过显性与隐性相结合的教学方式强化学习者概念隐喻意识,促使意识逐渐转化为一种学习策略,最终培养和促进学习者的二(外)语隐喻能力。Within the scheme of the conceptual metaphor theory,the present study aims to prove that explicitly strengthening awareness of conceptual metaphor can facilitate L2 idiom comprehension and retention(CR),by comparing the effect of explicit and implicit conceptual metaphor instruction on English idiom CR.The results of the experiments suggest that explicit conceptual metaphor instruction is more effective in idiom comprehension and short term retention than the implicit one,but these two are not different in affecting the long-term idiom retention.In addition,L2learnersability of appropriately transferring metaphor competence from L1 into that of L2 is also an important factor affecting CR of metaphorical expressions.It is concluded that it is necessary to turn learners'awareness of conceptual metaphor into learning strategies by combining explicit and implicit metaphor instruction so as to promote learners'metaphorical competence of L2.

关 键 词：概念隐喻理论 习语理解 习语记忆 隐喻能力 

分 类 号：H319[语言文字—英语]