本文選題：概念隱喻 + 創(chuàng)新隱喻��； 參考：《吉林大學(xué)》2017年碩士論文

【摘要】：希臘神話是希臘藝術(shù)的土壤,是歐洲文學(xué)的源泉。希臘神話是藝術(shù)的創(chuàng)造,具有社會(huì)歷史價(jià)值和審美價(jià)值。古希臘神話和傳說(shuō)產(chǎn)生于荷馬時(shí)代或英雄時(shí)代,這個(gè)時(shí)代是從十一世紀(jì)到八世紀(jì)。希臘神話包括兩個(gè)部分:眾神的故事和英雄的傳說(shuō)。在學(xué)術(shù)界,許多專(zhuān)家認(rèn)為荷馬在創(chuàng)作兩部史詩(shī)《伊利亞特》和《奧德賽》的過(guò)程中,廣泛采用了各種神話和史詩(shī)。此外,荷馬的《荷馬頌歌》中匯集了許多關(guān)于神的神話。古希臘詩(shī)人Hesiod寫(xiě)的《神譜》描述了眾神的故事和諸神的譜系。這些都為人們理解希臘神話的起源、神的起源以及他們之間的關(guān)系提供了有用的資源。希臘神話作為一個(gè)整體具有系統(tǒng)化、文學(xué)化、人性化、開(kāi)放性和提供原發(fā)性的思想資源的特點(diǎn)。在國(guó)外,對(duì)希臘神話的研究一直是西方學(xué)者研究的熱點(diǎn)。在國(guó)內(nèi)希臘神話研究領(lǐng)域,許多大學(xué)教師將希臘神話與英語(yǔ)教學(xué)結(jié)合起來(lái),研究其在英語(yǔ)語(yǔ)言、文化和文學(xué)中的應(yīng)用。近年來(lái),國(guó)內(nèi)學(xué)者開(kāi)始運(yùn)用一些新的文學(xué)理論來(lái)研究受新的西方理論影響的希臘神話。希臘神話經(jīng)過(guò)幾十年的發(fā)展,在國(guó)內(nèi)外希臘神話研究成果上日趨成熟。隨著中國(guó)和西方國(guó)家之間的合作和交流的深入,今后希臘神話的研究將更加多元化,例如,本文將從隱喻的角度分析希臘神話。英語(yǔ)單詞“metaphor”這個(gè)詞來(lái)自于希臘語(yǔ)“metapherein”,”Metapherein”是由“meta”和“pherein”相結(jié)合而成�！癿eta”的意思是“從一邊到另一邊”而“pherein”的意思是“傳送”,所以隱喻的本義是用一個(gè)事物的某些特征認(rèn)識(shí)另一事物的語(yǔ)言表達(dá)過(guò)程。傳統(tǒng)的隱喻是一種修辭,可以達(dá)到修辭效果,通過(guò)提及另一事物來(lái)表達(dá)一種事物。它可以識(shí)別兩種觀點(diǎn)之間隱藏的相似之處。隱喻可以幫助人們更生動(dòng)、更直白的理解事物并且表達(dá)內(nèi)心的想法。概念隱喻是在隱喻的基礎(chǔ)上發(fā)展的更為完善的一種認(rèn)知方式。當(dāng)前學(xué)術(shù)界對(duì)概念隱喻的研究非常豐富,對(duì)其研究主要集中在概念隱喻的理論本身,概念隱喻與文化的關(guān)系,以及概念隱喻在其他學(xué)科中的應(yīng)用,包括經(jīng)濟(jì)、政治、法律、文學(xué)、神話等。根據(jù)《當(dāng)代隱喻理論:漢語(yǔ)視角》一書(shū),在漫長(zhǎng)的發(fā)展歷程中,西方傳統(tǒng)的隱喻觀逐漸形成了比較觀、替代觀、互動(dòng)觀三大流派。從Richard的理論開(kāi)始,對(duì)隱喻的研究已逐步發(fā)展到認(rèn)知領(lǐng)域。Lakoff是從認(rèn)知的角度對(duì)隱喻開(kāi)始研究的標(biāo)志性人物。他認(rèn)為語(yǔ)言充滿(mǎn)隱喻和隱喻表達(dá)。他選取了豐富的英語(yǔ)語(yǔ)料庫(kù)進(jìn)行研究,最終發(fā)現(xiàn)許多英語(yǔ)表達(dá)都來(lái)源于基本隱喻。由此,概念隱喻應(yīng)運(yùn)而生。在隱喻研究領(lǐng)域,越來(lái)越多的研究者對(duì)隱喻的內(nèi)涵進(jìn)行了深入的研究。研究發(fā)現(xiàn)隱喻在語(yǔ)言和認(rèn)知中的運(yùn)用與人類(lèi)的認(rèn)知思維密切相關(guān)。概念隱喻是人類(lèi)用一個(gè)領(lǐng)域的經(jīng)驗(yàn)來(lái)理解或解釋另一個(gè)領(lǐng)域經(jīng)驗(yàn)的認(rèn)知機(jī)制。人們經(jīng)常使用特定的,熟悉的,簡(jiǎn)單的和有形的概念來(lái)理解和體驗(yàn)抽象的,不熟悉的,復(fù)雜的和無(wú)形的概念。1980年johnson和lakoff寫(xiě)的《我們賴(lài)以生存的隱喻》開(kāi)創(chuàng)了隱喻研究的新道路,概念隱喻已經(jīng)正式被納入認(rèn)知科學(xué)的新領(lǐng)域。概念隱喻理論是認(rèn)知語(yǔ)言學(xué)的重要組成部分,它為認(rèn)知語(yǔ)言學(xué)的發(fā)展奠定了堅(jiān)實(shí)的基礎(chǔ),隱喻的認(rèn)知風(fēng)格,尤其是隱喻的敘事視角,可以用來(lái)解釋隱喻的本質(zhì)。因此,隱喻是一種認(rèn)知互動(dòng)過(guò)程。根據(jù)不同的分類(lèi)標(biāo)準(zhǔn),隱喻可以分為不同的類(lèi)型。根據(jù)語(yǔ)義和語(yǔ)用差異,隱喻可分為“常規(guī)隱喻”和“非常規(guī)隱喻”。概念隱喻理論的主要研究對(duì)象是常規(guī)隱喻。除了常規(guī)隱喻,隱喻一直在發(fā)展和創(chuàng)新。根據(jù)隱喻源域的不同來(lái)源,同樣的概念隱喻可以是動(dòng)物隱喻、植物隱喻、人物名稱(chēng)隱喻、技術(shù)隱喻、女性隱喻、地名隱喻等。概念隱喻的主要特征包括系統(tǒng)性、普遍性和創(chuàng)新性。隱喻是人類(lèi)的一種基本認(rèn)知方式,它決定著語(yǔ)言的表達(dá)方式。本研究的研究目的是培養(yǎng)英語(yǔ)學(xué)習(xí)者的隱喻能力,幫助英語(yǔ)學(xué)習(xí)者養(yǎng)成英語(yǔ)的思維方式,從根本上提高學(xué)習(xí)者的語(yǔ)言能力。通過(guò)對(duì)反映西方文化的希臘神話的研究,可以更好地理解、闡釋和創(chuàng)造隱喻。本文試圖從有關(guān)希臘神話的不同材料中搜集大量的概念隱喻。并以概念隱喻中的創(chuàng)新概念隱喻理論為基礎(chǔ),研究希臘神話。神話其實(shí)就是一種隱喻思維,神話將無(wú)法解釋的現(xiàn)象加以幻想來(lái)達(dá)到對(duì)世界的認(rèn)識(shí),體現(xiàn)了當(dāng)時(shí)人們的一種思維。神話有很多,其中希臘神話一直是英語(yǔ)學(xué)習(xí)者研究的熱點(diǎn),希臘神話在反映歷史的同時(shí)也反映著古希臘人文化文明的發(fā)展。希臘神話很好地展示了希臘人的文藝思想與一系列和美學(xué)思想有關(guān)的樸素觀念,希臘神話在源頭上影響著西方尤其是歐美語(yǔ)言文化。馬克思指出:“希臘的神話和史詩(shī)是人類(lèi)童年時(shí)代發(fā)展得最完美的產(chǎn)物,具有永久的魅力。”在希臘神話中運(yùn)用了多種類(lèi)型的概念隱喻。在收集資料的過(guò)程中,作者發(fā)現(xiàn)希臘神話的研究主要集中在從希臘神話中的人性意識(shí)、中希神話的比較以及希臘神話對(duì)英語(yǔ)語(yǔ)言和文學(xué)的影響等視角對(duì)希臘神話的內(nèi)涵進(jìn)行解讀。從概念隱喻的視角分析希臘神話極為少見(jiàn)。研究步驟:首先,作者讀了三次希臘神話的所有內(nèi)容,最終選定有用的數(shù)據(jù),以便更好地理解希臘神話故事。其次,作者以lakoff和johnson的概念隱喻理論為依據(jù),找在希臘神話中的概念隱喻。最后,作者對(duì)這些概念隱喻進(jìn)行了分類(lèi),并對(duì)每一種概念隱喻以及導(dǎo)致這些概念隱喻應(yīng)用的因素進(jìn)行了詳細(xì)的分析。研究方法包括定量分析與定性分析。針對(duì)希臘神話中的概念隱喻主要討論了以下三個(gè)問(wèn)題:(1)希臘神話與隱喻之間的關(guān)系是什么?(2)在希臘神話中體現(xiàn)哪些概念隱喻類(lèi)型?(3)導(dǎo)致應(yīng)用這些概念隱喻的因素有什么?本文通過(guò)對(duì)希臘神話中部分內(nèi)容的語(yǔ)料進(jìn)行分析,主要從希臘神話的結(jié)構(gòu)與內(nèi)容兩個(gè)大層面歸納希臘神話故事中的概念隱喻使用現(xiàn)象,發(fā)現(xiàn):(1)神話其實(shí)就是一種隱喻思維,神話將無(wú)法解釋的現(xiàn)象加以幻想來(lái)達(dá)到對(duì)世界的認(rèn)識(shí),體現(xiàn)了當(dāng)時(shí)人們的一種思維。希臘神話也不例外,也是一種隱喻思維。希臘神話的結(jié)構(gòu)呈現(xiàn)隱喻性,且希臘神話原型以隱喻方式存在。(2)希臘神話人物和典故中均有大量的創(chuàng)新隱喻現(xiàn)象:動(dòng)物隱喻、植物隱喻、人名隱喻、技術(shù)隱喻、女性隱喻及地名隱喻。(3)同時(shí)也分析了使用此類(lèi)概念隱喻的歷史、文化以及社會(huì)原因。因?yàn)楹苌儆腥搜芯肯ＥD神話中的概念隱喻,本研究不僅幫助英語(yǔ)學(xué)習(xí)者深入了解對(duì)西方語(yǔ)言文化有重要影響的希臘神話,并且還幫助他們提高語(yǔ)言應(yīng)用能力。本研究著重從概念隱喻角度分析希臘神話這個(gè)文本,對(duì)希臘神話的隱喻研究還具有理論和現(xiàn)實(shí)雙重意義。首先,這樣不僅彌補(bǔ)了此前對(duì)希臘神話中概念隱喻研究的缺乏,也可以為其他神話的概念隱喻研究提供參考;其次,本研究成果可以幫助英語(yǔ)學(xué)習(xí)者加深對(duì)希臘神話及其背后的西方文化的了解,從而有助于提高對(duì)英語(yǔ)語(yǔ)言的理解及應(yīng)用。英語(yǔ)學(xué)習(xí)者可以在本研究中學(xué)習(xí)到豐富的概念隱喻,這樣結(jié)合實(shí)例學(xué)習(xí)晦澀的理論,可以達(dá)到事半功倍的效果。同時(shí)可以將在希臘神話中學(xué)習(xí)到的概念隱喻表達(dá)應(yīng)用到自己的實(shí)踐中,進(jìn)而對(duì)概念隱喻理論以及希臘神話進(jìn)行廣泛的推廣。由于多方面的因素的制約,例如可借鑒的其他學(xué)者的研究很少,再加上作者本身學(xué)術(shù)能力不足,對(duì)希臘神話中的概念隱喻研究只是基礎(chǔ)性的研究,所以會(huì)有許多不足之處:首先,本文主要對(duì)希臘神話中的詞匯進(jìn)行了隱喻分析,不夠全面,也可以從句子的層面上進(jìn)行分析。其次,本研究只是對(duì)希臘神話中的創(chuàng)新概念隱喻類(lèi)型進(jìn)行了分析,卻沒(méi)有對(duì)傳統(tǒng)的概念隱喻類(lèi)型進(jìn)行分析。為了對(duì)希臘神話的概念隱喻進(jìn)行深入的分析,針對(duì)不足之處作者對(duì)以后的學(xué)者提出了兩條建議:首先,研究者可以分析希臘神話中的結(jié)構(gòu)型概念隱喻,本體型概念隱喻,以及方位型概念隱喻。這樣可以使研究更全面;其次,研究者也可以從句子的層面,也就是選取一些希臘神話中隱喻性的句子作為例子,對(duì)其進(jìn)行分析。
[Abstract]:Greek mythology is the soil of Greek art and the source of European literature. Greek mythology is the creation of art and has social and historical values and aesthetic values. Ancient Greek mythology and legends came from Homer or heroic times. This era was from eleventh Century to eighth Century. Greek mythology included two parts: the stories of the gods and the legend of heroes. In the academic world, many experts believe that Homa has widely used myths and epics in the creation of two epics, illite and Odyssey. In addition, Homa's "Homa ode" has gathered a lot of mythology about God. The ancient Greek poet Hesiod wrote the divine book, which described the stories of the gods and the genealogy of the gods. People understand the origin of Greek mythology, the origin of God and the relationship between them provide useful resources. As a whole, Greek mythology has the characteristics of systematization, literature, humanization, openness and providing original ideological resources. In foreign countries, the study of Greek mythology has always been a hot spot for western scholars. In the field of the study of wax mythology, many university teachers combine Greek mythology with English teaching and study their application in English language, culture and literature. In recent years, domestic scholars have begun to use some new literary theories to study Greek mythology influenced by new western theories. After decades of development, Greek mythology has developed at home and abroad. The research results of the wax myth are becoming more mature. With the deepening of cooperation and communication between China and the western countries, the study of Greek mythology will be more diversified in the future. For example, this article will analyze Greek mythology from the perspective of metaphor. The word "metaphor" is from the Greek "metapherein", and "Metapherein" is "meta". "Meta" is a combination of "pherein". The meaning of "pherein" means "transmission", so the meaning of metaphor is the language expression of another thing with some characteristics of one thing. The traditional metaphor is a figure of speech, which can achieve the rhetorical effect by referring to another thing. To express a thing. It can identify the similarities between the two views. Metaphor can help people to be more vivid, more straightforward to understand things and to express their inner thoughts. Conceptual metaphor is a more perfect cognitive way of development on the basis of metaphor. Its research focuses on the theory of conceptual metaphor, the relationship between conceptual metaphor and culture, and the application of conceptual metaphor in other disciplines, including economy, politics, law, literature, myth and so on. In the long course of development, the western traditional metaphorical view has gradually formed a comparative view in the course of development. From the theory of Richard, from the theory of Richard, the study of metaphor has gradually developed to the cognitive field.Lakoff is a symbol of the study of metaphor from the cognitive perspective. He thinks that language is full of metaphorical and metaphorical expressions. He chooses a rich corpus of English language to study, and eventually finds many English expressions. In the field of metaphor research, more and more researchers have studied the connotation of metaphor in the field of metaphor research. It is found that the use of metaphor in language and cognition is closely related to human cognitive thinking. Conceptual metaphor is the human experience in one field to understand or explain the other. The cognitive mechanism of domain experience. People often use specific, familiar, simple, and tangible concepts to understand and experience abstract, unfamiliar, complex and intangible concepts,.1980 Johnson and Lakoff, "the metaphor we rely on for survival" creates a new way of metaphor research, conceptual metaphor has been formally incorporated into cognitive science. Conceptual metaphor theory is an important part of cognitive linguistics. It lays a solid foundation for the development of cognitive linguistics. The cognitive style of metaphorical, especially the narrative perspective of metaphor, can be used to explain the essence of metaphor. Therefore, metaphor is a cognitive interaction process. According to the semantic and pragmatic differences, metaphor can be divided into "conventional metaphor" and "unconventional metaphor". The main research object of the conceptual metaphor theory is conventional metaphor. Besides the conventional metaphor, metaphor has been developing and innovating. According to the different sources of metaphorical source domain, the same conceptual metaphor can be an animal metaphor, a plant metaphor. The main features of conceptual metaphor include systematic, universal and innovative. Metaphor is a basic cognitive way of human beings. It determines the expression of language. The purpose of this study is to cultivate the metaphorical ability of English learners and help English learners, Yang Chengying. The way of thinking is to improve the language ability of the learners fundamentally. Through the study of the Greek mythology reflecting the western culture, we can better understand, interpret and create metaphors. This article tries to collect a large number of conceptual metaphors in the different materials of Greek mythology and based on the theory of the conceptual metaphor of the creative conceptual metaphor. The Greek mythology is a kind of metaphorical thinking, which is a kind of metaphorical thinking that myth can not explain the phenomenon to realize the understanding of the world. It embodies a kind of thought of people at that time. There are many mythologies, among which Greek mythology has always been a hot spot for English learners to study, and Greek mythology reflects the history of ancient Greece, while reflecting the ancient Greek humanity. The Greek mythology shows well the Greeks' literary and artistic ideas and a series of simple ideas related to aesthetic ideas. Greek mythology affects the west, especially the European and American language and culture at its source. "Greek mythology and epic are the most perfect product of the development of human childhood, with a permanent charm." In the process of collecting information, the author found that the study of Greek mythology mainly focused on the human consciousness in Greek mythology, the comparison of the Greek mythology and the influence of Greek Mythology on the English language and literature. The analysis of Greek mythology from the perspective of metaphor is very rare. First, the author read all the contents of three Greek mythology, and finally selected useful data in order to better understand Greek mythology. Secondly, the author based on the conceptual metaphor theory of Lakoff and Johnson to find conceptual metaphors in Greek mythology. Finally, the author of this Some conceptual metaphors are classified, and each conceptual metaphor and the factors that lead to the application of these conceptual metaphors are analyzed in detail. The research methods include quantitative and qualitative analysis. The following three questions are mainly discussed in terms of the conceptual metaphor in Greek Mythology: (1) what is the relationship between Greek mythology and metaphor? (2) What are the conceptual metaphors in Greek mythology? (3) what are the factors that lead to the application of these conceptual metaphors? By analyzing the corpus of part of the Greek mythology, this paper mainly sums up the use of conceptual metaphor in Greek mythology from the two major aspects of the structure and content of Greek mythology, and finds that (1) the myth is actually A metaphorical thinking, the myth that the unexplained phenomenon can be imagined to realize the world, reflecting the thought of the people at that time. The Greek mythology is also a metaphorical thinking. The structure of the Greek mythology is metaphorical, and the Greek mythological prototype exists in the formula of metaphor. (2) the Greek mythology figures and allusions are large. The innovative metaphorical phenomenon of quantity: animal metaphor, plant metaphor, human name metaphor, technical metaphor, female metaphor and geographical name metaphor. (3) the historical, cultural and social reasons of the use of such conceptual metaphors are also analyzed, because few people study the conceptual metaphor in Greek mythology. This study not only helps English learners understand the West in depth. The language culture has an important influence on the Greek mythology and also helps them to improve the language application ability. This study focuses on the analysis of the Greek mythology from the perspective of conceptual metaphor. The study of the metaphor of Greek mythology has both theoretical and practical significance. First, it not only makes up for the lack of the previous study of the conceptual metaphor in Greek mythology. It can also provide reference for the conceptual metaphor study of other mythology. Secondly, the results of this study can help English learners to deepen the understanding of Greek mythology and the western culture behind it, thus helping to improve the understanding and application of the English language. Learning obscure theories in combination with examples can achieve twice the result of half the effort. At the same time, it can apply the expression of conceptual metaphor learned in Greek mythology to its own practice, and further popularize conceptual metaphor theory and Greek mythology. For example, other scholars, for example, are restricted by many factors. Few, in addition to the author's own lack of academic ability, the study of conceptual metaphor in Greek mythology is only a basic study, so there are many shortcomings. First, this paper is mainly a metaphorical analysis of the words in Greek mythology, which is not comprehensive enough and can be analyzed from the sentence level. Secondly, this study is only to Greece. The types of the conceptual metaphor in the mythology are analyzed, but the traditional conceptual metaphor types are not analyzed. In order to analyze the conceptual metaphor of Greek mythology, two suggestions are put forward by the author to the later scholars. First, the researchers can analyze the structural conceptual metaphor in Greek mythology, The conceptual metaphor of body shape, as well as the conceptual metaphor of azimuth, can make the research more comprehensive. Secondly, the researcher can also analyze it from the sentence level, that is, to choose some metaphorical sentences in Greek mythology as examples.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H315

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 黃華;商務(wù)語(yǔ)篇中的概念隱喻研究[J];廣東商學(xué)院學(xué)報(bào);2001年03期

2 屠金莉;蘇立昌;;中醫(yī)概念隱喻及其文化特征研究[J];語(yǔ)文學(xué)刊;2009年15期

3 王婷;;概念隱喻在詩(shī)歌語(yǔ)篇中的連貫作用[J];青年文學(xué)家;2013年27期

4 谷化琳;概念隱喻及其引申[J];大學(xué)英語(yǔ);1989年06期

5 李勇忠,李春華;認(rèn)知語(yǔ)境與概念隱喻[J];外語(yǔ)與外語(yǔ)教學(xué);2001年06期

6 陸全;利用概念隱喻提高對(duì)詞語(yǔ)的理解[J];咸寧師專(zhuān)學(xué)報(bào);2001年05期

7 黃祖江;談漢語(yǔ)表示“憤怒”的概念隱喻[J];西南民族學(xué)院學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2002年06期

8 陸全,賈啟鴻;利用概念隱喻提高對(duì)詞語(yǔ)的理解[J];武漢科技大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2002年03期

9 文旭,葉狂;概念隱喻的系統(tǒng)性和連貫性[J];外語(yǔ)學(xué)刊;2003年03期

10 徐夢(mèng)云;概念隱喻的跨文化動(dòng)態(tài)投射模型初探:以“愛(ài)”為例[J];長(zhǎng)江大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2004年05期

相關(guān)會(huì)議論文 前6條

1 王俊;;簡(jiǎn)論空間概念隱喻[A];江西省語(yǔ)言學(xué)會(huì)第五屆會(huì)員大會(huì)暨2002年學(xué)術(shù)年會(huì)論文集[C];2002年

2 陳維真;;跨文化概念隱喻和思維[A];第六屆中國(guó)跨文化交際研究會(huì)年會(huì)論文摘要匯編[C];2005年

3 袁艷;;網(wǎng)絡(luò)隱喻的認(rèn)知性研究[A];福建省外國(guó)語(yǔ)文學(xué)會(huì)2009年年會(huì)暨學(xué)術(shù)研討會(huì)論文集[C];2009年

4 陳雁翎;;從眾參與者中的概念隱喻:MOREIS GOOD[A];福建省外國(guó)語(yǔ)文學(xué)會(huì)2013年年會(huì)暨海峽兩岸翻譯學(xué)術(shù)研討會(huì)論文集[C];2013年

5 朱海燕;;Evaluating Temporal Metaphors[A];第四屆全國(guó)認(rèn)知語(yǔ)言學(xué)研討會(huì)論文摘要匯編[C];2006年

6 高航;;溫度的概念隱喻:漢語(yǔ)語(yǔ)料考察[A];第四屆全國(guó)認(rèn)知語(yǔ)言學(xué)研討會(huì)論文摘要匯編[C];2006年

相關(guān)博士學(xué)位論文 前5條

1 謝菁;基于認(rèn)知語(yǔ)言學(xué)的中醫(yī)病因病機(jī)概念隱喻研究[D];北京中醫(yī)藥大學(xué);2012年

2 林佑益;基于認(rèn)知心理語(yǔ)言的五行概念隱喻研究[D];北京中醫(yī)藥大學(xué);2014年

3 谷浩榮;基于概念隱喻的中醫(yī)藏象學(xué)說(shuō)研究[D];北京中醫(yī)藥大學(xué);2014年

4 金晶銀;漢韓情感概念隱喻對(duì)比研究[D];中央民族大學(xué);2012年

5 丁月華;概念隱喻理解中的美感體驗(yàn)對(duì)科學(xué)概念理解的作用研究[D];西南大學(xué);2008年

相關(guān)碩士學(xué)位論文 前10條

1 劉嘉;論俄語(yǔ)中的概念隱喻[D];吉林大學(xué);2011年

2 盧慶嬌;漢語(yǔ)政治語(yǔ)篇的概念隱喻研究[D];河北大學(xué);2015年

3 王佳寧;大眾傳媒語(yǔ)篇中概念隱喻的組篇功能研究[D];河北師范大學(xué);2015年

4 呂新慧;廣告中概念隱喻的認(rèn)知研究[D];遼寧大學(xué);2015年

5 林娜;概念隱喻在大學(xué)非英語(yǔ)專(zhuān)業(yè)英語(yǔ)閱讀教學(xué)中的應(yīng)用[D];渤海大學(xué);2015年

6 曹玉姣;《水滸傳》概念隱喻的俄譯研究[D];四川外國(guó)語(yǔ)大學(xué);2015年

7 張國(guó)權(quán);英文商業(yè)廣告中的概念隱喻研究[D];南京航空航天大學(xué);2015年

8 徐婷;Once More to the Lake中概念隱喻認(rèn)知分析及其漢語(yǔ)譯文的認(rèn)知翻譯研究[D];西南交通大學(xué);2015年

9 楊海歐;英語(yǔ)專(zhuān)業(yè)學(xué)生寫(xiě)作中概念隱喻的語(yǔ)篇連貫功能研究[D];華中師范大學(xué);2015年

10 雷文;概念隱喻視角下T.S.艾略特早期詩(shī)歌中的“非個(gè)性化”經(jīng)驗(yàn)研究[D];華中師范大學(xué);2015年

，

本文編號(hào)：2025649