国际学生汉语写作隐喻能力实证研究

An Empirical Study on International Students’ Metaphorical Competence in Chinese Writing

当代隐喻理论为窥知认知语言学理论与第二语言习得和教学理论的交叉融合提供了探寻窗口和讨论平台,使得隐喻能力研究成为应用认知语言学研究的焦点。本研究基于当代隐喻理论探讨了隐喻能力培养对国际学生汉语写作能力的影响。首先运用CiteSpace分析了隐喻能力研究的现状,并基于此开展了一项实验研究。研究结果显示:①国际学生的汉语写作能力和隐喻能力总体偏弱;②其隐喻阐释和生成能力与当前具备的写作能力呈正相关关系,而其隐喻识别能力与其写作能力之间关系并不显著;③通过隐喻教学可在一定程度上提高国际学生的汉语写作能力及隐喻能力。本研究对不同语言背景学生隐喻能力的培养具有启示意义。

Contemporary metaphor theory provides a platform for exploring the interface-integration of cognitive linguistics theory and second language acquisition,teaching and learning,in which Metaphorical Competence(MC)has been a focal issue of applied cognitive linguistics.Employing contemporary metaphor theory,this study is to probe into the influence of MC on the output-oriented writing ability among international students learning Chinese as a foreign language.The study first demonstrated through CiteSpace the current status of MC researches in foreign language teaching and education.Then,the study designed an experiment,which engaged an experimental group and a control group with randomly selected group members of comparable Chinese proficiency.The results show that:1)Metaphorical competence and Chinese writing competence of international students are generally weak;2)There is a positive correlation between metaphorical interpretation and production competence and writing competence,while the relationship between students’metaphorical identification competence and their writing competence is not significant;3)Metaphor teaching can substantially improve students’Chinese writing and metaphorical competence.The above conclusions have implications for cultivating metaphorical awareness and competence of students of different linguistic backgrounds.