英语教学中多模态隐喻文本的表意探究  

Exploration of the Meaning-making Process of Multi-modal Metaphorical Text in English Teaching

作　　者：董燕 郭绍波 DONG Yan;GUO Shao-bo(School of Foreign Languages,Guangdong Medical University,Dongguan,Guangdong 523808,China)

机构地区：[1]广东医科大学外国语学院,广东东莞523808

出　　处：《教育教学论坛》2021年第47期139-144,共6页Education And Teaching Forum

基　　金：2018年度广东省社会科学界联合会广东省哲学社会科学“十三五”规划学科共建项目“移动互联网时代的符号表意多维研究”(GD18XWW10)。

摘　　要：在互联网媒介环境下,英语隐喻文本由纯语言文本向多模态隐喻文本转向的趋势明显。隐喻性的思维不仅可以由语言符号表征,也可由声音、图像、影像等多种非语言符号进行复合表征。英语多模态隐喻文本以语言符号文本的表意为主导,其他符号文本参与表意且具有不可替代性。互联网媒介不仅参与表意,且作为参与意义塑造的因素提升了文本的多模态化程度。在英语教学中,教师应注重培养学习者对多模态隐喻文本的解读分析能力。In the context of Internet media,the trend of English linguistic metaphorical text turning into multi-modal metaphorical text is prevailing.Man’s ideas,which is essentially metaphorical,can be represented not only by linguistic signs,but also by many other non-linguistic sign symbols,such as sounds,images,and videos.In dynamic multi-modal metaphorical texts in English,the linguistic sign text takes the leading role to convey meaning.Meanwhile,other non-linguistic sign text is indispensable for meaning-making.Internet media is not only one of the vital factors in meaning-making,but it can also promote the multi-modality level of the metaphorical text as one of the factors involved in the meaning-making process.In English teaching,English teachers should attach great importance to cultivating the comprehension and analysis ability of multi-modal metaphorical text of English learners.

关 键 词：多模态隐喻文本 多模态化 表意 互联网媒介 认知隐喻观 

分 类 号：H312[语言文字—英语]