摘要
认知语言学的隐喻理论为大学英语教材建设提供了重要的参考视角,在此主要从隐喻能力的习得性、隐喻纳入教材的必要性和隐喻纳入教材的可行性三个方面进行了探讨。但在教材建设的过程中,"隐喻密度"的大小问题、"隐喻类型"的分布问题、"隐喻能力"培养的方式问题等需要我们进一步地论证,以期这些问题的解决可以改变英语学习者英语表达的"不流利性"、"中国风味"、"不自然不地道"的母语概念结构思维。
The metaphor theory in cognitive linguistics offers a vital reference insight into the textbook construction of college English. This paper mainly discusses the following three aspects： the acquisition of metaphor competence, the necessity of the introduction of the metaphor into the textbooks and its feasibility. But in the process of textbook construction, the problems such as metaphor density, the distribution of metaphor types and the methods of the cultivation of metaphor competence need to be further demonstrated and argued, with an expectation to change English expressions＇ mother longue thingking of the English learners such as disfluency, Chinese smell and not natural and idiomatic characteristics.
出处
《长春理工大学学报（社会科学版）》
2011年第2期136-139,共4页
Journal of Changchun University of Science and Technology（Social Sciences Edition）
关键词
认知隐喻
大学英语教材
教材建设
Cognitive Metaphor
College English Textbooks
Textbook Construction
