新及物性模式下中国学生语法隐喻的习得历程

The Acquisition Process of English Grammatical Metaphor by Chinese Students: From the Perspective of the New Transitivity Framework

该文基于功能语法的新及物性模式,抽样分析了中国学习者语料库中三个时期学生群体语法隐喻的使用情况,研究发现:高中时隐喻使用水平较低,主要表现在以下几个方面:使用高级隐喻的类型较少,频次较低,错误较多;心理过程内部隐喻没有使用,外在经验向内在经验映射的隐喻少有使用,表征方式内的隐喻使用更少,双重隐喻或多重隐喻也未使用,更未出现名词化隐喻。英语专业一二年级与高中时的隐喻使用相比没有显著提高;但三四年级较前两个时期已有显著提高。该研究揭示了学习者群体的认知发展历程,体现了其在英语学习中水平分阶段提高的过程,为做进一步相关研究确立了一个方向,也便于据此有效改进教学方法并调整教学大纲的设计方案。

From the perspective of the new transitivity framework, this paper examines Chinese students＇ acquisition process of English grammatical metaphor （GM）. Specifically, it analyzes the use or non-use （ or misuse ） of English GM by Chinese students at three different learning periods by means of the sampled Chinese learner corpus in order to find out systematic features of the acquisition in question. The study shows ： 1 ） the use of GM is comparatively low and simple （most of GM types were not used or rarely used） in senior middle school period; 2） the use of GM in the first two grades of English majors as a group has no significant improvement compared with that of the middle school students ; 3 ） the use of GM from the last two grades of English majors has significant improvement compared with the former two groups both in terms of frequency and diversity. The current study is exploratory in nature, but it identifies the Chinese learners＇ overall features of cognitive development in English GM acquisition. The study has established a direction for future study, and provided implications for improving our English teaching and syllabus design.