摘要
本研究依据Halliday的语法隐喻理论提出学生使用语法隐喻的频次与语篇建构水平呈正相关的假设。实证研究以英语专业学生为对象,分层抽样120份作文,进行定量分析,分析结果支持我们的假设。研究还得出结论,语法隐喻除了源于意义发展之外,还是教育和认知水平提高的产物;语法隐喻的类型与语篇样类之间可能有一定的相关性。本研究的启示是,教学中,教师要引导学生观察和使用语法隐喻表达式,以便提高他们的语言表达水平和语言创造力。
On the basis of Halliday＇ s grammatical metaphor theory, the authors hypothesize that there is a positive correlation between the frequency of using grammatical metaphor and students＇ levels of text construction. The research result, which is from a quantitative analysis of 120 writing samples by English majors from four different grades, supports the hypothesis, and brings the authors two conclusions ： （ 1 ） that the use of grammatical metaphors results from individual＇ s educational level and cognitive level in addition to semohistory, and （2） that there might be a correlation between types of grammatical metaphor and text genre. The research will inspire teachers to intentionally expose students to metaphorical expressions and relevant knowledge to develop their pragmatic competence and creativity.
出处
《外语学刊》
CSSCI
北大核心
2008年第5期127-129,共3页
Foreign Language Research
关键词
语法隐喻
语篇建构
一致式表达
隐喻式表达
grammatical metaphor
text construction
congruent expression
metaphorical expression
