隐喻与“metaphor”含义的对比研究

考察metaphor与隐喻在修辞格层面和语言文化层面上的异同 ,探讨这些异同产生的原因 ,metaphor与隐喻含义的差异性是汉英语言文化差异的一个重要方面。

Cognitive Metaphor for English-major Vocabulary and Reading Teaching

This paper makes an analysis of the cognitive nature of metaphor, expounds the view that metaphor is the necessity of cognitive process of vocabulary and reading teaching, especially for the English major. By employing some typical examples from the English-major textbooks, it advances how to train and raise specific teaching ways by utilizing metaphorical thinking.

Cognitive principle and discoursal coherence

Cohesion, the main form of discoursal coherence, has traditionally been analyzed from the perspective of functional linguistics and its study mainly focuses on surface explicit cohesive devices. We hold that it is of much higher explanatory power to study discoursal coherence from the point of view of cognitive linguistics and the construction of discoursal coherence has been restricted by the cognitive principles like iconicity, cognitive metaphor and cognitive metonymy. Based upon the above analysis, the article discusses show such cognitive principles act as cohesive devices and play a role in the formation of discoursal coherence.

Study of Teaching Methods of Conceptual Metaphors

The application of conceptual metaphor theories to the teaching of English reading and vocabulary provides a new field of research to foreign language teaching. This paper analyzes the possibility of metaphor teaching through a small scale case study. It shows that the individual difference should be emphasized in metaphor teaching. This paper also provides empirical study evidences for the further research in the future.

Gender in translation and feminist translation strategies

Translation has been regarded as the subordination and complementation of the original discourse in the long history of human society, and the loyalty of the wife to the husband has been the metaphor of the relationship between translated version and the original discourse. By using supplementing, prefacing, and hijacking, the feminist translation rewrites the original discourse creatively in order to overwhelming the authority of the original discourse even the male-governed society.

On the conceptual metaphor of color terms： A typological view

In different languages and cultures, color terms usually indicate their specific cultural concepts and metaphorical implicature. This paper makes a typological study on the universality and relativity of the Conceptual Metaphors （CM） of color terms in different languages. It attempts to explore the cognitive differences and similarities in the process of categorization and metaphorization of color terms of oriental and western peoples. It proposes that the CM system of color terms is determined by the interactivity of three factors as neurophysiologic mechanisms, general cognitive psychological mechanisms and socio-cultural selective mechanisms. The CM of color terms in different languages carry their specific cognitive characteristics and cultural values, and reflect self-similarity of the language and culture.

On the aesthetic mechanism and cognitive explanation of synaesthesia between Chinese and English

Synaesthesia, based on the common human physiological mechanism, is a linguistic and psychological phenomenon. From the cognitive perspective, synaesthesia is viewed as a kind of metaphor, for both domains （the source domain and the target domain） of the metaphor are human sensations. The paper explores the aesthetic mechanisms of synaesthesia, applies the conceptual metaphor theory to analyze Chinese and English synaesthetic phenomena so as to reveal the rules of cross-domain mapping.

The Comparative Study of Metaphors -- From Cognitive and Systemic-Functional Perspectives

Metaphors have different expressions in cognitive and systematic-functional linguistics, which are conceptual metaphors and ideational metaphors. Conceptual metaphors belong to traditional vocabulary metaphors, and ideational grammatical metaphors are pointed out by Halliday--the main representative of systemic-functional theory. This paper elaborates on the specific grammatical feature of EST （English for Science and Technology） text--＂nominalization of processes＂ to reveal the source of ideational metaphors. From the analysis of some examples, it is found that nominalization as a grammatical metaphor expresses the transference between process types, so it reveals the essence of ideational grammatical metaphors. Meanwhile, the comparison made between grammatical metaphors and vocabulary metaphors reflects the similarities between conceptual metaphors and ideational metaphors. In this way, this paper comes to the conclusion that the combination of the study methods of metaphors from both cognitive and systemic-functional perspectives is the best way to uncover the basic characteristic of human thinking.

Metafunctions and stylistic features of nominalization

As an important feature of written language, nominalization is frequently used in formal texts. Using the approach of systemic functional grammar, the paper presents a detailed analysis of the three metafunctions of nominalization, which entails the positive and negative stylistic effects. The paper also discusses the relationship between form, function and stylistic features.

Viewing on similarities in metaphors in cross-cultural communication from the perspective of cognition

Modern cognitive linguistics claims that metaphor should not be studied simply as a rhetorical device of language, but be associated with mankind＇s cognitive process, because it reflects the relationship between language and thought and cognition. Owing to this common cognitive basis, metaphors of different languages and cultures have some similarities. The specific examples of metaphors, both in English and Chinese, will be compared to find out their similarities, thus providing the evidence for the cognitive basis of metaphors.

On the priority of salient meanings in English idioms understanding

Giora proposed that general principle of salience： salient comprehension of figurative and meanings are processed first and literal language be governed by a more meaning salience determines the type of processing invoked. According to the Graded Salience Hypothesis, processing familiar metaphors should involve the activation of both their metaphoric and literal meanings, regardless of the type of context in which they are embedded. Processing less familiar metaphors should activate the literal meaning in both types of contexts; however, in the literally biased context, it should be the only one activated. Processing familiar idioms in context biased towards the idiomatic meaning should evoke their figurative meaning almost exclusively, because their figurative meaning is much more salient than their literal meaning. However, processing less familiar idioms in an idiomatic context should activate both their literal and idiomatic meanings because both meanings enjoy similar salience status.

On the enlightenment of metaphor to English teaching

In cognitive linguistics, metaphor acts as an important tool in cognition. This paper explores and exposes the value of metaphor in English teaching. Thus, metaphor, as a significant way of thinking, not only provides the new way for English teaching, but also proposes the viewpoint that language teaching is one of the fields for cultivating thinking ability and creativity.

The Effect of Verbal Anchoring on the Processing of Advertising Pictorial Metaphors

Although investigating metaphors in advertising is gaining in popularity, there are still certain unresolved arguments, such as the interaction between elements of different modalities. This study,composed of three behavioral experiments, aims to identify how verbal anchoring(literal anchoring, metaphor anchoring and unrelated anchoring) influences the processing of pictorial metaphors in advertising, by observing the cognitive and affective indicators, advertising comprehension and advertising likeability. The results showed 1) that metaphors in pictorial modality were recognized more quickly than those in verbal modality, 2) that verbal anchoring facilitated participants ’ comprehending and appreciating of pictorial metaphors and 3) that literally-anchored metaphors with a moderate level of novelty yielded the most favorable cognitive responses. The study not only enriches the existing theoretical framework of multimodal metaphors in advertising, but also proposes an optimal match between pictorial metaphors and verbal elements, for advertisers and manufacturers to design effective multimodal advertisements.

The analysis of grammatical metaphor in the two translations of A Dream of Red Mansion

Despite the various perspectives of the study of the two English translations of A Dream of Red Mansion, very few studies probe into them from the angle of grammatical metaphor. The paper attempts to conduct a qualitative and quantitative study of the two English translations based on the three grammatical metaphors, trying to prove that grammatical metaphor can be used to decipher and unveil some phenomena in translation as well as being used as a criterion to assess the translation.

Reaching for the Gold Standard: Metaphors and Good University Teachers

This article considers "good" teachers in the context of current developments in universities in China to reach a "gold standard" of considerably higher and more challenging levels of teaching and learning. We outline this context and consider concepts of good teachers in classical Chinese traditions and more recent Western thinking as a possible dialogue within and between cultures of learning. Using cognitive and cultural linguistic perspectives, we analyze metaphorical concepts of "gold" in "the gold standard" as related to teachers. We report our applied metaphor research which analyzes Chinese students’ expectations, values and beliefs about good university language teachers;this presents a rich picture beyond developing knowledge, skills and understanding to include strong social and moral characteristics. Other aspects which recognize the complexity of "good" teachers show a student appreciation of teachers’ tireless effort, devotion and selfless sacrifice: these aspects are absent in many discussions of good teachers. The participant-centered picture from elicited metaphor analysis is part of students’ "cultures of learning," but this should be developed culturally for the gold standard through further teacher development and student engagement. In line with interaction in cultures of learning, we indicate some classroom ways to extend students’ thinking through scaffolding teacher-student interaction based on textbook activities.

Interpretative study on metaphor＆ metonymy and their influence on foreign language learning

This paper aims to introduce two phenomena--metaphor and metonymy, and analyzes the relationship between them. It＇s analyzed that they play an important role in foreign language learning. Metaphor and metonymy competence should be included in foreign language learning so as to alter students＇ thought models in learning foreign language.

Animal Idioms＇ Teaching in Cognitive Perspective——from the Contrastive Analysis on Chinese ＂Hu＂ Idioms and English ＂Lion＂ Idioms

In the actual idioms teaching, most students feel that idioms are difficult to comprehend, memorize and make actual application just because the overall meanings of idioms are unpredictable. Since cognitive linguistics is based on embodiment, it can change the abstract things into comparatively concrete things, which provides a shortest way to grasp these idioms. Actually, most idioms are based on conceptual metaphor and metonymy composed of conceptual mappings between the source domain and the target one. Therefore, this paper is trying to probe into the role of cognitive principles in idioms teaching, especially animal idioms from the contrastive analysis on Chinese ＂hu＂ idioms and English ＂lion＂ idioms.

Research on the Ability of Vocabulary Metaphor Cultivation

It is a trend that theories of metaphor are applied in the field of foreign language teactung. It is also necessary for foreign language teaching to enrich itself by adopting of metaphor. Based on metaphors＇ definition and functions, this paper looks into the methods of improving and cultivating on language learners＇ metaphor awareness.

Metaphor and Incidental Word Acquisition

Incidental word acquisition can be realized in a great deal of reading, and metaphor is a universal linguistic phenomenon. So in the process of reading encountering the metaphor is inevitable. As the bridge between cognition and language, metaphor plays an important role in the vocabulary study. So discussing the thinking way of metaphor is very significant to improve the abihty of incidental word acquisition.

The Use of Metaphors in Scientific Texts in English： A Proposal for Improving Reading Competence

Understanding discipline-specific texts in English is a basic requirement for science students, who must develop their content knowledge and language skills. Particularly, interesting is the fact that the language of science is characterized by the use of figurative language, which appeals to the common knowledge of the world, mainly to explain, clarify, and describe intricate concepts. Metaphors are helpful for lexicalizing new concepts and meanings or extending the meanings of pre-existing words. The analysis of tropes as a means to improve foreign language learners＇ reading competence is a rather novel teaching practice in ESP （English for Specific Purposes）, implemented at the University of Rio Cuarto, Argentina. Therefore, the aim of this paper is to explain the theoretical basis for teaching and developing metaphorical competence in ESP classes as a means of providing an intellectually stimulating alternative approach, and to present some teaching ideas and activities designed to familiarize students with the use of metaphorical language in scientific discourse in order to enhance their reading competence.