汉语二语学习者隐喻理解策略研究  

A Study on Metaphor Comprehension Strategies of Chinese as Second Language Learners

作　　者：吴思娜[1] 李丹悦 赵羚 WU Si-na;LI Dan-yue;ZHAO Ling(Beijing Foreign Studies University,Beijing 100089)

机构地区：[1]北京外国语大学中文学院,北京100089

出　　处：《汉语学习》2021年第3期74-82,共9页Chinese Language Learning

基　　金：2018年北京外国语大学双一流学科建设项目“具身认知视角下汉语母语者与二语者隐喻加工研究”(项目编号:YY18ZZA002)的支持。

摘　　要：本文采用有声思维法,对汉语二语学习者的隐喻理解策略进行研究。结果发现:(1)学习者的隐喻理解策略呈现出多样化趋势,共使用了九种策略。"句子语境""联想类比"和"一般常识"是隐喻理解中常用并且有效的策略,学习者较少使用"汉语知识""母语知识""随意猜测"和"语法分析"策略。(2)不同类型隐喻的理解难度不同。复杂隐喻比基本隐喻的理解难度更高。两种隐喻理解中的策略使用既存在共性,又存在差异。(3)学习者在隐喻理解过程中会出现多种策略同时使用的情况。策略共现形式比较丰富,共现数量一般为2-3种。高频策略和低频策略往往结合在一起使用。In the present study, metaphor comprehension strategies of L2(Chinese) learners were explored by using the thinking-aloud method. In the results, nine types of strategies used by L2 learners were identified. Among these strategies, "sentence context ", "associative analogy","general knowledge" and "literal interpretation" were both effective and the most frequently used ones. In contrast, "random guess", "knowledge of Chinese language", "knowledge of native language "and "grammatical analysis" were effective but the least used ones. Moreover,comprehension of different types of metaphors differed in difficulty levels, with higher difficulty for complex metaphors than for basic metaphors. Additionally, L2 learners tended to mix-use several strategies for metaphor comprehension, with high-frequency and low-frequency ones combined.

关 键 词：有声思维 隐喻理解策略 二语 汉语 

分 类 号：H195.3[语言文字—汉语]