概念隐喻标记性在二语习得过程中的实证研究

The Empirical Proofs for the Markedness of Conceptual Metaphor in the Course of Second Language Acquisition

本文从认知语言学和语言标记性的角度,探讨二语习得过程中概念隐喻所体现出的标记性,证实学生对概念隐喻标记性的掌握程度与其二语习得水平呈正相关关系。同时,还揭示在母语与目的语之间,无标记性相同概念体系的概念隐喻具有相对的稳定性;有标记性不同或无对应概念体系的概念隐喻具有相当的可塑性。这不仅从另一个侧面进一步挖掘了概念隐喻本身所具有的内在性质,而且对外语教学也具有一定的指导意义。

By statistically significant empirical proofs,the markedness of conceptual metaphor in the course of second language acquisition is explored in this paper from the perspective of cognitive linguistics and the markedness of language,and the degree of the students＇ command of the markedness of conceptual metaphor is proved to be positively correlated with the degree of their SLA.It is also proved that a kind of stability appears in the unmarked conceptual metaphor of the same conceptual systems and the potentiality in the marked conceptual metaphor of the different or non-corresponding conceptual systems,which suggests another kind of inherent property of conceptual metaphor and its importance in foreign language teaching.