大学英语教师课堂话语中语伴手势的多模态隐喻分析  

Multimodal Metaphor Analysis of Co-speech Gestures in College English Teachers’Classroom Discourse

作　　者：张曼 ZHANG Man(Department of Foreign Languages Teaching,Jining University,Qufu 273155,China)

机构地区：[1]济宁学院大学外语教学部,山东曲阜273155

出　　处：《济宁学院学报》2020年第2期58-64,共7页Journal of Jining University

基　　金：山东省社会科学规划研究项目外国语言文学专项“基于多模态语料库的大学英语教师课堂话语研究”(18CWZJ15)。

摘　　要：语伴手势在教学语境下有重要的交际功能。基于多模态隐喻理论,以三位优秀大学英语教师课堂教学录像为语料,借助ELAN多模态标注工具,分析了课堂话语中语伴手势的多模态隐喻的频率、类型与意义建构特征。以具体的实例论证了概念隐喻的认知思维也存在于课堂话语语伴手势之中,同时也为大学英语教师以隐喻手势开展多模态教学提供借鉴。Co-speech gestures have an important communicative function in teaching context.Based on the theory of multimodal metaphor and taking three excellent college English teachers’classroom teaching videos as the linguistic data,this study analyzes the frequency,types and meaning construction features of multimodal metaphors of co-speech gestures in classroom discourse with the help of ELAN.The concrete examples given in the study prove that the cognitive thinking of conceptual metaphor exists in the co-speech gestures in classroom discourse,which also provides a reference for college English teachers to carry out multimodal teaching with metaphorical gestures.

关 键 词：多模态隐喻 概念隐喻 语伴手势 隐喻手势 课堂话语 

分 类 号：G319.3[文化科学]