概念整合理论框架下学习者隐喻能力的动态培养  

On the Dynamic Cultivation of Learner's Metaphoric Competence in the Frame of Conceptual Integration Theory

作　　者：梁旭红[1] 

机构地区：[1]长治学院,山西长治046011

出　　处：《陇东学院学报》2016年第1期116-119,共4页Journal of Longdong University

摘　　要：大学英语教学过程中学生隐喻能力的培养应注重整体性、突出阶段性。通过应用概念整合理论分析大学英语的阶段特征,提出大学基础阶段应以隐喻性语言输入为主,高级阶段则以隐喻性语言输出为主。教师根据不同阶段的教学特点设计具体的教学活动帮助学生建立基本的概念整合机制,从概念整合角度分析二语习得中的语言现象,从而发掘目标语的语义结构和概念体系,最终提高其隐喻能力。The cultivation of student metaphoric competence in college English teaching should focus on integrality and lay stress on periodicity. This paper analyzes the features of college English teaching under the conceptual integration theory（ CIT） and puts forward that the teaching should be based on metaphorical language input at fundamental stage while metaphorical language output,at advanced stage. It then points out that teachers should design correspond activities to different stages of the teaching process so as to help students to establish a mechanism of the CIT and apply it to the analysis of the second language acquisition. This,as the research assumes,will help explore the semantic structures of the target language and its conceptual system so as to improve the students＇ metaphoric competence.

关 键 词：概念整合理论 隐喻能力 大学英语教学 基础阶段 高级阶段 

分 类 号：G420[文化科学—课程与教学论]