概念隐喻理论与英语习语教学的实证研究

Conceptual Metaphors and the Teaching/Learning of English Idioms:An Experimental Study

根据最通常的定义,习语是一种特定的语言表达式,其整体意义不能从其结构成分的意义中得到预测,因此习语构成了外语教学中较为困难的领域之一。虽然传统语言学认为习语的意义不存在完全的可预测性,但是认知语义学指出,多数习语的意义存在系统性的概念理据,因为许多习语的意义建立在概念隐喻基础之上。概念隐喻与英语习语教学的实证研究显示,隐喻理据能促进非本族语英语学习者的习语学习,有助于英语习语的教学过程。

According to the most common definition, idioms are particular linguistic expressions whose overall meaning cannot be predicated from the meanings of the constituent parts, and idioms thus constitute one of the most difficult areas of foreign language teaching and learning. Although traditional linguistics holds that there is no complete predictability, cognitive semantics suggests that there is a great deal of systematic conceptual motivation for the meaning of most idioms, because most idioms are based on conceptual metaphors. In this paper we present an experimental study, the results of which show that metaphorical motivation can .facilitate the learning of idioms for non - native English speakers, and contribute to the teaching process of English idioms.