長期以來隱喻一直是人們研究的焦點(diǎn)。但真正從認(rèn)知角度觀察和研究隱喻并將其納入語言學(xué)領(lǐng)域的是Lakoff和Johnson,他們對(duì)日常生活中的隱喻進(jìn)行了探討,認(rèn)為隱喻不僅僅是語言形式,更重要的是人類普遍的認(rèn)知方式。目前,除了對(duì)隱喻的認(rèn)知本質(zhì)、工作機(jī)制等方面的研究外,隱喻的認(rèn)知研究仍需要對(duì)除英語以外的其他語言的隱喻系統(tǒng)做大量的、深入的基礎(chǔ)研究,以期證明不僅在英語中,而且在其他語言中,抽象思維在一定程度上都是通過隱喻來實(shí)現(xiàn),同時(shí),也需對(duì)有關(guān)概念隱喻系統(tǒng)的普遍性或相對(duì)性做進(jìn)一步論證�，F(xiàn)有的比較研究大多集中在人體、動(dòng)物、空間、時(shí)間、情感、死亡、疾病和顏色等方面,而相比之下,對(duì)于“學(xué)習(xí)”隱喻這樣一個(gè)重要的人類體驗(yàn)的研究卻略顯不足,且已有的研究多限于漢語這一門語言。因此,基于已有的研究,本文試圖拓展“學(xué)習(xí)”隱喻的研究范圍,從認(rèn)知角度對(duì)英漢語“學(xué)習(xí)”隱喻的表達(dá)方式進(jìn)行系統(tǒng)的比較研究,以期揭示英漢語“學(xué)習(xí)”概念隱喻的認(rèn)知機(jī)制及其異同。本文以概念隱喻理論為基礎(chǔ),充分利用各種從詞典及網(wǎng)絡(luò)搜集到的語料,采用定性分析和比較分析的方法,對(duì)英漢“學(xué)習(xí)”隱喻的表達(dá)方式進(jìn)行了較為系統(tǒng)的研究。研究結(jié)果表明,英漢語中都存在系統(tǒng)... 

【文章來源】：湖南師范大學(xué)湖南省 211工程院校

【文章頁數(shù)】：115 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Study
    1.2 Objectives of the Study
    1.3 Organization of the Thesis
Chapter Two Literature Review
    2.1 Researches on Metaphor Abroad
        2.1.1 Research Based upon Comparison Theory
        2.1.2 Research Based upon Interaction Theory
        2.1.3 Researches Based upon Cognitive Theories of Metaphor
    2.2 Researches on Metaphor at Home
        2.2.1 Introduction of Cognitive Theories of Metaphor to China
        2.2.2 Researches Based upon Cognitive Theories of Metaphor
        2.2.3 Comparative Researches on Metaphor from a Cognitive Perspective
        2.2.4 Previous Researches on Conceptual Metaphors of STUDY
    2.3 Summary
Chapter Three Theoretical Foundation and Research Methodology of the Thesis
    3.1 Theoretical Foundation of the Thesis
        3.1.1 The Cognitive Nature of Metaphor
        3.1.2 Working Mechanisms of Conceptual Metaphor
        3.1.3 The Experiential Basis of Conceptual Metaphor
        3.1.4 The Systematicity of Conceptual Metaphor
    3.2 Research Methodology of the Thesis
Chapter Four Analyses of Conceptual Metaphors of STUDY in English and Chinese
    4.1 Analysis of Mapping from HUMAN BODY-PART MOVEMENT onto STUDY
        4.1.1 Mapping from LEG MOVEMENT onto STUDY
        4.1.2 Mapping from HAND MOVEMENT onto STUDY
        4.1.3 Mapping from MOUTH MOVEMENT onto STUDY
        4.1.4 Mapping from INTERNAL MOVEMENT OF HEAD onto STUDY
        4.1.5 Mapping from HEART MOVEMENT onto STUDY
        4.1.6 Mapping from COOPERATIVE MOVEMENT OF HUMAN BODY-PART onto STUDY
    4.2 Analysis of Mapping from COMPETING onto STUDY
        4.2.1 Mapping from FIGHTING onto STUDY
        4.2.2 Mapping from RACING onto STUDY
    4.3 Analysis of Mapping from EXTENDING onto STUDY
        4.3.1 Mapping from EXTENDING VERTICALLY onto STUDY
        4.3.2 Mapping from EXTENDING HORIZONTALLY onto STUDY
    4.4 Analysis of Mapping from INVESTIGATING or EXPLORING onto STUDY
    4.5 Analysis of Mapping from WORKING onto STUDY
    4.6 Summary
Chapter Five Commonalities and Differences of Conceptual Metaphors of STUDY in English and Chinese
    5.1 Commonalities of Conceptual Metaphors of STUDY in English and Chinese
        5.1.1 Universality in Basic Experience
        5.1.2 Universality in Culture
        5.1.3 Universality in the Way of Thinking
    5.2 Differences of Conceptual Metaphors of STUDY in English and Chinese
        5.2.1 Variation in Culture
        5.2.2 Variation in Cognitive Angle
    5.3 Summary
Chapter Six Conclusion
    6.1 Major Findings of the Research
    6.2 Limitations and Prospects of the Thesis
Bibliography
Acknowledgements


【參考文獻(xiàn)】：
期刊論文
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碩士論文
[1]基于語料庫的英漢“死亡”隱喻的對(duì)比分析[D]. 肖洋.大連海事大學(xué) 2009
[2]漢語中“學(xué)習(xí)”概念的隱喻研究[D]. 胡小異.華中師范大學(xué) 2006
[3]英漢人體隱喻對(duì)比研究[D]. 唐亞維.湖南師范大學(xué) 2005



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