摘要
隐喻经历了一个从修辞到认知的转换研究过程。隐喻具有普遍性,隐喻在本质上是概念的,是有价值的认知工具。概念隐喻通常以结构隐喻、方位隐喻和实体隐喻的方式来实现。隐喻是人类组织概念系统的基础,是人类组织经验的工具,为人类提供了认识事物的新视角。因此,在外语教学中,教师要明确引导学生认识和理解语言的隐喻性,注重培养学生的隐喻思维能力,利用隐喻来取得良好的教学效果。
The study of the metaphor has a long history, transforming from the study of rehetories to eognition. The metaphor is of universiaty and eomeept in essenee, and it is a useful tool of cognition. The metaphor is the basis which hurnans use to for eoneept, the tool which human use to summarize expefienee, providing a new perspeetive of knowing the world. Therefore, in foreign languages teaehing teaehers should direet students to know the metaphor in language, develop students＇ metaphorical thinking, hoping to achieve the good effeetiveners of teaching.
出处
《边疆经济与文化》
2006年第7期138-140,共3页
The Border Economy and Culture
关键词
隐喻
认知本质
认知功能
隐喻思维能力
外语教学
metaphor
cognitive nature
cognitive function
metaphorical teaching
foreign language teaching
