二语教学中的隐喻能力培养

On Cultivation of Metaphoric Competence in Second Language Teaching

虽然当前方兴未艾的认知语言学理论,尤其是概念隐喻观的最新成果已令人信服地证实了隐喻在语言中的普遍性和核心性,也为二语习得者语言的偏离性或非自然性提供了合理的阐释方案,但隐喻对二语习得的启示研究仍十分薄弱,学术刊物鲜有讨论隐喻理论对语言教学的指导作用和应用价值,对隐喻能力的培养和塑造仍然没有被列入主流教学大纲和课程设置。本文在借鉴语言能力模型的基础上,提倡把隐喻理论全面应用到词汇、阅读、文化等二语习得环节中去,在教学中鼓励学生运用隐喻思维,以提升其隐喻能力。

Recently-emerged cognitive linguistics, especially conceptual metaphor theory, has persuasively demonstrated the prevalence and centrality of metaphor in language and offerd reational and adequate explanatory wayout for second language learner＇s deviance or unnaturalness in language. Despite these advances, the implications of metaphor to SLA is rather weak, academic journals seldom discussses the directory and applicable value of metaphor theories, and nourishment and cultivation of metaphoric competence has not been included in meanstream syllabi and course designs. The article, based on Bachman （1990）’s language competence model, reevaluates the category of metaphroic competence, postulates the application of metaphor theories to SLA parameters such as vocabulary, reading and culture in order to encourage students to employ metaphoric thinking and enhance their metaphoric competence.