认知语境背景下的隐喻思维能力培养实证研究——立足于国际汉语词汇教学  

Cultivating Metaphorical Thinking Ability in the Context of Cognitive context——An Empirical Study Based on International Chinese Vocabulary Teaching

作　　者：于婧阳[1] 

机构地区：[1]沈阳师范大学国际教育学院

出　　处：《理论界》2017年第7期114-124,共11页Theory Horizon

基　　金：2012年度教育部人文社会科学研究一般项目"基于认知功能的隐喻思维能力培养研究--立足于国际汉语词汇教学"(12YJC740133)的研究成果

摘　　要：词汇是语言的基本材料,是语言的三大要素之一。在对外汉语教学中,词汇教学贯穿始终,起着承上启下的重要作用。然而多年来,传统的词汇教学并未凸显出提高汉语学习者隐喻思维能力的优势,反而在一定程度上制约着汉语学习者自觉性隐喻思维的形成。本文以概念隐喻和认知语境作为隐喻思维能力培养的理论基础,在认知语境背景下进行集中式隐喻词汇实验教学,获得教学测试数据,并与传统隐喻词教学模式中所获得的测试数据进行对比,测试结果显示出隐喻思维能力水平与词汇掌握程度呈现出正相关性,并寻求到培养自觉性隐喻思维能力的高效的教学模式与方法。Vocabulary, one of the three major elements of language, is the fundamental material of language.Vocabulary teaching plays an important part in teaching Chinese as a second language.However, so far the traditional vocabulary teaching hasn＇ t shown an improvement on the superiority of Chinese learners＇ metaphorical thinking ability, but has restricted the formation of the Chinese learners＇ consciousness of metaphorical thinking ability.The study is based on the theory of conceptual metaphor and cognitive context.Centralized metaphorical vocabulary experimental teaching is carried out in the context of cognitive context.The obtained data of teaching test are compared with those obtained from the traditional metaphor teaching mode.The test result shows the positive correlation between metaphorical thinking ability and vocabulary level.The article further explores effective teaching modes and methods to improve learners＇ consciousness of metaphorical thinking.

关 键 词：隐喻思维能力 认知语境 概念隐喻 词汇教学 

分 类 号：H0[语言文字—语言学]