二语习得中转喻思维能力发展策略  

Study on Metonymic Thinking Ability Development Strategies in Second Language Acquisition

作　　者：曾玉萍[1] 

机构地区：[1]肇庆学院外国语学院,广东肇庆526061

出　　处：《兵团教育学院学报》2014年第5期58-61,共4页Journal of Bingtuan Education Institute

基　　金：广东省哲学社会科学"十二五"规划项目<教学语境下二语语用能力发展策略研究>(GD13XWW16);广东省教育科研"十二五"规划2013年度项目<提升高校英语专业学生语用能力的策略研究--以"ACT"认知模型为视角>(2013JK181);广东省高等学校高层次人才项目<转喻认知语用研究:转喻理解的意义建构与指称转移>(粤财教[2013]246号)

摘　　要：转喻是人类的一种认知机制。转喻思维是转喻实现过程中大脑的一种思考过程。转喻思维使二语习得者打开认知事物的思路,加强对二语潜在意义的理解,进而构建新的知识图式。在二语习得过程中可以通过转喻相邻和因果原则、利用英汉文化异同及转喻突显关系和转喻主体性特征来发展和提高二语习得者转喻思维能力。Metonymy is a cognitive mechanism and a general way of thinking of human beings. Metonymic thinking is a process of thinking in the course of metonymy realization, which can enable SLA learners to learn a foreign language in a new light and make them understand its potential meaning better and then construct a new schema. In SLA the metonymic thinking ability can be improved by following principles of adjacent and causality of metonymy, by focusing on the similarities and differences of cultures and by paying attention on salience as well as metonymic subjectivity.

关 键 词：转喻思维 二语习得 策略 

分 类 号：G642.0[文化科学—高等教育学]