中国英语学习者动词隐喻加工认知机制研究  

Cognitive Mechanisms Involved in Chinese EFL Learners’Comprehension of Predicative Metaphors

作　　者：陈海燕 苏远连[2] CHEN Haiyan;SU Yuanlian(Department of English, Meizhou Normal College, Jiaying University, Meizhou 514011, China;School of Foreign Studies, Guangzhou University, Guangzhou 510006, China)

机构地区：[1]嘉应学院梅州师范分院英语系,广东梅州514011 [2]广州大学外国语学院,广东广州510006

出　　处：《东莞理工学院学报》2021年第6期94-102,共9页Journal of Dongguan University of Technology

基　　金：2017年度广州市哲学社会科学“十三五”规划课题“二语英语动词隐喻理解的认知机制研究”(2017GZYB85)的阶段性成果。

摘　　要：本研究考察了中国英语学习者对动词隐喻理解加工过程中采用的认知机制及其影响因素,以期为日常交际和语篇中使用频繁的动词隐喻的教学提供经验基础。共有20位大二英语专业学生参加了隐喻句释义任务和回溯访谈,对他们采用的三类认知机制的使用频率和促成正确理解率的数据进行了分析。结果显示:(1)范畴化机制、间接范畴化机制以及比较机制均在二语英语动词隐喻理解中发挥作用,其中,间接范畴化机制使用频率最高,范畴化机制则促成正确理解率最高。(2)三类间接范畴化模式在运作:中介实体直接由隐喻动词引出;中介实体由各类信息引出;中介实体不存在,抽象范畴来自各类信息。(3)共有三类比较模式:以主语为本体,通过结构映射得出共同特征;以谓语为本体、宾语为喻体,通过特征平行匹配得出共同特征;以宾语为本体,通过结构映射达成理解。(4)我们发现影响学习者认知机制运用的既有语言因素,如动词隐喻的语言特征、语境,也有非语言因素,如学习者对动词隐喻的熟悉程度等。文章最后讨论了以上结果对动词隐喻课堂教学的启示。This study investigates the cognitive mechanisms involved in the process of comprehending predicative metaphors by adult Chinese EFL learners and their affecting factors,with a view to provide empirical foundations for predicative metaphor teaching in the classroom setting. Twenty sophomores majoring in English participated in the metaphor translation task and a retrospective interview. Frequency of utilization and facilitating correct understanding rate of the cognitive mechanisms all the subjects employed were analyzed. The results showed that( 1) categorization mechanism,indirect categorization mechanism and comparison mechanism all played a role in the comprehension of English predicative metaphor. Indirect categorization mechanism was employed the most frequently while categorization mechanism contributed to most correct understanding.( 2) Three types of indirect categorization mechanisms exerted effects: intermediate entity was directly elicited by predicative metaphor;intermediate entity was elicited by all types of information;intermediate entity was non-existent and abstract category came from all types of information.( 3) There were three types of comparative models: summarized the common features through structure mapping with subject as tenor;found out the common features by matching the features respectively with predicate as tenor;reached an understanding through structure mapping with object as tenor.( 4) The employment of cognitive mechanisms by adult Chinese EFL learners was influenced by both linguistic factors and non-linguistic factors. Finally,implications of the above results for the classroom teaching of predicative metaphors are discussed.

关 键 词：英语动词隐喻 理解 间接范畴化机制 范畴化机制 比较机制 

分 类 号：H313[语言文字—英语]