学习者学术英语隐喻产出特征研究  

A Study on Metaphor Production Features of Academic English of Student Researchers

作　　者：赵丽珠[1] 

机构地区：[1]中国民航大学外国语学院

出　　处：《大学英语教学与研究》2019年第4期16-20,共5页College English Teaching & Research

基　　金：天津市教委科研计划项目“学术语篇评价语言的语法型式与语义类型研究”(项目编号:2018SK153);中国民航大学教改项目“基于需求分析的民航英语课群任务型教学模式改革与实践”(200043130501);中央高校基本科研业务费“基于语料库的航空英语教学模式研究”(ZXH2012F008)的阶段性成果

摘　　要：本研究运用语料库方法,以某高校英语专业学生毕业论文为语料,在认知隐喻理论和语法隐喻理论的框架下对语料进行隐喻识别和统计,以分析学习者学术英语语境下隐喻产出的特征。研究表明:学习者能够使用拟人模式和涉及次技术词汇的概念隐喻模式;对于概念语法隐喻的使用多为动词的名词化表达,鲜少使用其他模式的概念语法隐喻;此外学习者能够通过使用情态隐喻来调节自身和命题的关系。研究结果提示学术英语教师在教学过程中应强调概念隐喻和概念语法隐喻的不同模式,以帮助学习者提升隐喻产出的水平。Based on a corpus analysis,metaphors are identified and counted under the framework of cognitive metaphor theory and grammatical metaphor theory.Metaphor productive features of academic writing composed by university student researchers are analyzed.It is demonstrated that student researchers can use personification and sub-technical words to adopt conceptual metaphor.Nominalization is the most frequently used mode to achieve conceptual grammatical metaphor,while other modes are seldom involved.Besides,modality metaphors are used to adjust the relationship between the writer and the proposition.EAP teachers are therefore suggested that various modes of conceptual metaphor and conceptual grammatical metaphor should be emphasized in teaching,so as to improve productive competence of university student researchers.

关 键 词：学术英语 隐喻产出 学习者 认知隐喻理论 语法隐喻理论 

分 类 号：H31[语言文字—英语]