认知隐喻、转喻与词汇教学  

Cognitive Metaphor,Cognitive Metonymy and Lexical Study

作　　者：张慧芳[1] 

机构地区：[1]黄冈师范学院外国语学院,湖北黄冈438000

出　　处：《洛阳师范学院学报》2015年第3期86-90,共5页Journal of Luoyang Normal University

基　　金：2013年黄冈师范学院研究项目(zj201332)

摘　　要：隐喻和转喻是两种有效的思维方式,是经验概念范畴化的认知手段。隐喻通过选取或构建词义间的相似性,实现源域到目标域的系统映射,使词汇在原义的基础上衍生出新义;转喻通过邻近性原理激活同一认知域中的凸显概念作为认知参照点,以连锁或辐射的形式达成对新生意义的认识。可见,词义的发展和演变以及其内在组织规律受隐转喻理据的支配,因此,词汇教学的根本是要培养学生的隐喻性思维能力和联想推理能力,从而构建词汇知识体系。Metaphor and metonymy are two effective thinking patterns and cognitive devices for conceptual cat-egorization.Metaphors, through selecting or constructing similarities between word meaning, realize the systematic mapping from the source domain to the target domain, and derivate new meanings;metonymies, based on proximi-ty, activate the prominent concept as a reference point and then produce new concepts in the form of concatenation and radiation.The development of word meaning, as well as its internal organization, is determined by metaphori-cal and metonymic motivation.Therefore, the first step for vocabulary teaching is to cultivate the students’ meta-phorical thinking ability and associative reasoning ability and thus to build up a sound system.

关 键 词：词汇教学 隐喻 转喻 词义延伸 

分 类 号：H03[语言文字—语言学]