1980年,萊可夫和約翰遜提出了概念隱喻理論,并將概念隱喻分為結(jié)構(gòu)隱喻、實(shí)體隱喻和方位隱喻三類(lèi)。當(dāng)代隱喻觀和認(rèn)知語(yǔ)言學(xué)均認(rèn)為,隱喻已經(jīng)成為人類(lèi)認(rèn)知世界的重要手段。教師在他們的課堂話語(yǔ)中如何使用隱喻對(duì)教學(xué)效果有著重要的影響。語(yǔ)言教學(xué)中,教師話語(yǔ)具有雙重身份:不僅是教學(xué)交際的工具,也是學(xué)生獲得可理解性語(yǔ)言輸入的重要來(lái)源。以往研究表明,教師話語(yǔ)中的隱喻在教學(xué)中扮演著重要的角色:隱喻利用教師與學(xué)生之間的共同經(jīng)驗(yàn)基礎(chǔ),構(gòu)建教師理性知識(shí)與學(xué)生現(xiàn)有知識(shí)之間的橋梁,使學(xué)生準(zhǔn)確理解抽象概念的意義;教師話語(yǔ)中的隱喻能有效提高教師話語(yǔ)質(zhì)量,幫助學(xué)生獲得可理解輸入;教師話語(yǔ)在隱喻的幫助下會(huì)變得更加豐富、生動(dòng)、有趣,有利于激發(fā)學(xué)習(xí)者的想象力,吸引學(xué)生的注意力,提高教學(xué)效果。鑒于教師話語(yǔ)中的隱喻在外語(yǔ)教學(xué)中有如此重要的作用,“中國(guó)的外語(yǔ)教師在使用隱喻時(shí)有哪些特點(diǎn)”是個(gè)值得研究的問(wèn)題。根據(jù)Cameron(2008)和Littlemore(2014)的觀點(diǎn),隱喻密度是指隱喻在語(yǔ)言中所占的比例。它與隱喻能力呈正相關(guān),包括對(duì)隱喻的理解和隱喻的自主生成能力。他們發(fā)現(xiàn)大學(xué)教師話語(yǔ)中的隱喻密度可以揭示教師使用隱喻的特點(diǎn),并進(jìn)一...

【文章頁(yè)數(shù)】：86 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Significance and Purpose of the Study
    1.2 Layout of the Study
Chapter Two Theoretical Background and Literature Review
    2.1 Conceptual Metaphor Theory
        2.1.1 Metaphor:From Rhetoric to Cognition
        2.1.2 Functions of Metaphor
        2.1.3 Metaphor Identification Procedures
    2.2 Teacher Talk Theory
        2.2.1 Definition of Teacher Talk
        2.2.2 Classification of Teacher Talk
        2.2.3 Comprehensible Input Hypothesis
    2.3 Previous Studies on Conceptual Metaphor Abroad and at Home
        2.3.1 Studies on Conceptual Metaphor Abroad
        2.3.2 Studies on Conceptual Metaphor at Home
    2.4 Previous Studies on Conceptual Metaphor in Teacher Talk Abroad and atHome
        2.4.1 Studies on Conceptual Metaphor in Teacher Talk Abroad
        2.4.2 Studies on Conceptual Metaphor in Teacher Talk at Home
Chapter Three Methodology
    3.1 Research Questions
    3.2 Data Sources
    3.3 Research Instruments
        3.3.1 Metaphor Identification Procedures
        3.3.2 Dictionary
    3.4 Research Procedures
Chapter Four Data Analysis and Discussion
    4.1 Overall Metaphor Density in Teacher Talk of Chinese and British Teachers
        4.1.1 Findings
        4.1.2 Discussion
    4.2 Three Types of Metaphors in Teacher Talk of Chinese and British Teachers
        4.2.1 Findings
        4.2.2 Discussion
    4.3 Metaphor in Different Types of Teacher Talk of Chinese and British Teachers
        4.3.1 Findings
        4.3.2 Discussion
    4.4 Summary
Chapter Five Conclusion
    5.1 Findings and Conclusions
    5.2 Implications of the Study
        5.2.1 Reasons Why Chinese Teachers Should Improve Their MetaphoricCompetence
        5.2.2 Ways of Improving Metaphoric Competence for Chinese Teachers
    5.3 Limitations of the Study
    5.4 Suggestions for Further Study
References
Acknowledgements
作者簡(jiǎn)介及成果介紹



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