發(fā)布時間：2018-04-10 08:39

  本文選題：身體隱喻化認知　切入點：相似和不同之處　出處：《湖北大學》2013年碩士論文

【摘要】：傳統(tǒng)觀點認為,隱喻是文學作品中常常用到的修辭手段。然而認知學派則認為,隱喻不僅僅是一種修辭方式,更是人類了解、認知外部世界的思維方式。隱喻是一種手段,是人們基于之前的經(jīng)驗去理解另一個新領(lǐng)域中更復雜或者更抽象的概念的方式。根據(jù)人類認知發(fā)展的規(guī)律,在認知發(fā)展的初期,人們最先了解的是他們自己的身體。隨著認知的發(fā)展,人們逐漸想要去了解更為復雜更加抽象的概念。這時,他們開始借助之前積累的對自己身體的認知去理解那些更為復雜的概念。這種抽象的思維方式被稱為隱喻他認知。 本研究通過研讀國內(nèi)外關(guān)于身體隱喻的研究,對英漢身體隱喻化認知進行了對比研究,并嘗試探索引起英漢身體隱喻化認知異同的原因。體驗哲學和人類認知發(fā)展的規(guī)律為本研究進行英漢身體隱喻化認知對比提供了重要理論支撐。 本研究從多部較權(quán)威的英語、漢語詞典中收集關(guān)于身體隱喻的數(shù)據(jù),并運用了文本分析和對比分析的方法探索了以下問題的答案： (1)英漢身體隱喻化認知之間是否存在相似之處和差異? (2)如果存在,這些相似之處和差異具體是什么? (3)引起英漢身體隱喻化認知的相似或差異的原因是什么? (4)這些因素具體是如何引起相似或差異的? (5)本研究發(fā)現(xiàn)的英漢身體隱喻化認知的相似之處和差異之處對英語教學有何啟示? 通過對英漢身體隱喻的對比文本分析,本研究得出以下結(jié)論： (1)英漢身體隱喻化認知之間的確存在相似之處,同時也存在一定的差異,且相似之處多于差異； (2)英漢身體隱喻化認知的相似之處表現(xiàn)為兩種語言的隱喻中都有以下兩類映射模式：從身體域到另一個具體域的映射和從身體域到抽象域的映射；在“從身體域到抽象域的映射”中,英漢兩種語言在下列四種子映射中都十分豐富：從身體域到社會地位域,從身體域到情感域,從身體域到質(zhì)量域,從身體域到動作域。 通過分析,本研究發(fā)現(xiàn)英漢兩種語言隱喻化認知的主要不同在于：漢語中有從兩個物體或兩個事件之間的關(guān)系到另外兩個物體或事件之間的關(guān)系的映射,但是英語中幾乎不存在這樣的隱喻映射； (3)文化因素和交際因素都可以引起英漢身體隱喻化認知的差異； (4)文化角度的因素認為人類的隱喻化認知是被動接受外界影響然后產(chǎn)生認知的一種過程；但是交際因素卻將人的主觀能動性考慮進去了,認為人可以根據(jù)交際目標主動選擇目標域。 本研究在以上研究發(fā)現(xiàn)的基礎(chǔ)上提出了三點教學建議：第一,教師應(yīng)該讓學生明白隱喻不僅是修辭手段更是一種可以在生活中廣泛應(yīng)用的認知手段。第二,在英語教學中要注意文化意識的培養(yǎng)。第三,教師應(yīng)該告訴學生如何識別、判斷不同的交際目標,以便選取合適的源概念。
[Abstract]:Traditionally, metaphor is often used as a rhetorical device in literary works.However, the cognitive school believes that metaphor is not only a rhetorical method, but also a way of thinking of human understanding and cognition of the outside world.Metaphor is a means of understanding more complex or abstract concepts in another new field based on previous experience.According to the law of human cognitive development, in the early stage of cognitive development, people first understand their own bodies.With the development of cognition, people gradually want to understand more complex and abstract concepts.At this point, they begin to use their accumulated knowledge of their own body to understand the more complex concepts.This abstract way of thinking is called metaphorical cognition.This study makes a contrastive study of the metaphorical cognition of body in English and Chinese, and tries to explore the reasons for the similarities and differences between English and Chinese by studying the research on body metaphor at home and abroad.The laws of experiential philosophy and the development of human cognition provide an important theoretical support for the comparative study of metaphorical cognition in English and Chinese.This study collected data on body metaphors from a number of authoritative English and Chinese dictionaries, and explored the answers to the following questions by means of text analysis and contrastive analysis.1) are there any similarities and differences between English and Chinese body metaphorical cognition?(2) if so, what are the similarities and differences?What are the reasons for the similarities and differences between English and Chinese body metaphorical cognition?How do these factors specifically cause similarities or differences?5) the similarities and differences between English and Chinese body metaphorical cognition found in this study have any implications for English teaching.Based on the contrastive text analysis of body metaphors in English and Chinese, the present study draws the following conclusions:1) there are some similarities and differences between English and Chinese body metaphorical cognition, and the similarities are more than the differences;(2) the similarities of metaphorical cognition in English and Chinese are as follows: mapping from body domain to another specific domain and from body domain to abstract domain;In "Mapping from body domain to abstract domain", English and Chinese are rich in the following four kinds of mapping: from body domain to social status domain, from body domain to emotion domain, from body domain to mass domain, from body domain to action domain.By analyzing the metaphorical cognition between English and Chinese, we find that there is a mapping from the relationship between two objects or two events to the relationship between the other two objects or events in Chinese.However, there is almost no such metaphorical mapping in English;(3) Cultural factors and communicative factors can lead to differences in body metaphorical cognition between English and Chinese;(4) from the perspective of culture, metaphorical cognition of human beings is a process of passive acceptance of external influence and then production of cognition; however, communicative factors take into account the subjective initiative of human beings.It is believed that people can choose the target domain according to their communicative goals.On the basis of the above findings, this study puts forward three teaching suggestions: first, teachers should make students understand that metaphor is not only a rhetorical device but also a cognitive means that can be widely used in daily life.Second, we should pay attention to the cultivation of cultural consciousness in English teaching.Third, teachers should tell students how to identify and judge different communicative goals in order to select appropriate source concepts.
【學位授予單位】：湖北大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H15;H315

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本文編號：1730485