摘要
本研究在隐喻生涯假说的框架下考察英语专业高年级学生隐喻能力的发展。80名大学三年级学生被随机分配到四个实验组,接受对24个新异名词隐喻的教学处理。结果显示:1)所有组对类比隐喻的偏好由明喻式转向隐喻式;2)所有组在理解类比隐喻时比理解外表特征隐喻和杂交隐喻时使用更多的范畴化线索;3)尽管整体而言本体产出的创造性偏低,所有组本体产出的创造性均不同程度地增加。本文的结论是:1)多种本体输入、单纯重复输入、相似度判断和相似性辨别四种教学方法对二语学习者隐喻能力的发展均起到了不同程度的促进作用;2)隐喻的类型对二语学习者隐喻能力的发展起决定性作用;3)隐喻生涯假说不失为描述二语学习者隐喻能力发展的理论框架。
This study investigates the development of metaphorical competence in advanced Chinese EFL learners within the framework of the Career of Metaphor(COM) Hypothesis.A cohort of 80 third-year college learners of English were randomly assigned to four instruction groups and received different orienting instructions on 24 novel metaphors.The findings show that:(1) There appeared to be a shift from preference for simile forms to preference for metaphor forms in the case of analogy metaphors for all four participant groups;(2) The participants,regardless of their learning condition,tended to use more categorization cues when interpreting analogy metaphors than when interpreting hybrid and attribute metaphors;and(3) The participants from all groups generally made progress in the originality of the metaphors they produced,although the level of originality was low.It was concluded that:(1) All instructed conditions have a facilitative role to play in L2 learners' development of metaphorical competence;(2) Metaphor type significantly affects L2 learners' development of metaphorical competence;and(3) The COM Hypothesis might serve as an adequate descriptive framework for the investigation into L2 learners' development of metaphorical competence.
出处
《外语教学与研究》
CSSCI
北大核心
2012年第2期207-219,319-320,共13页
Foreign Language Teaching and Research
基金
广东省哲学社会科学“十一五”规划2010年项目“中国高级二语学习者隐喻能力发展”(GD10CWW06)的研究成果之一
