汉英亲情主题儿童绘本中多模态隐喻认知机制的对比研究

发布时间：2021-09-05 12:53

　　儿童早期情感教育是儿童认知发展中的重要一环,对儿童个体成长以及特定文化中亲情价值观的弘扬和亲情教育的普及都具有重要意义。作为学前儿童情感教育的主要途径之一,以亲情为主题的儿童绘本在国内外逐渐得到认可。为使儿童读者更好地理解绘本中抽象的情感概念,绘本往往会使用丰富的隐喻手法。随着多模态认知诗学以及多模态隐喻研究的发展,近年来国内外学者开始关注儿童绘本中的多模态现象,研究的核心多围绕着对儿童绘本中图文模态共同构建的隐喻表征的正确解读。本文从多模态认知隐喻的视角出发,重点探究和比较汉英亲情主题儿童绘本中隐喻表征的意义构建,将具体回答如下问题:（1）汉英亲情主题儿童绘本中多模态隐喻表征的类型及其频率分别是什么?有何异同?（2）汉英亲情主题儿童绘本中各类型的多模态隐喻分别如何构建隐喻意义的?有何异同?为探究上述问题,本文选取了14本经典学龄前（3-5岁）亲情主题儿童绘本。为减少研究的主观性,笔者采用者三角验证的原则,邀请了其他两位研究者共同对所选语料中的多模态隐喻及其意义建构方式进行确定及分类。首先,借助Pragglejaz Group（2007）提出的隐喻识别步骤,本文确定了所选语料中的235... 

【文章来源】：安徽大学安徽省 211工程院校

【文章页数】：98 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Objectives
    1.3 Research Significance
    1.4 Organization of the Thesis
Chapter Two Literature Review
    2.1 Previous Studies on Multimodal Metaphor
        2.1.1 Definition of Multimodal Metaphor
        2.1.2 Distinctive Features of Multimodal Metaphor
        2.1.3 Generic Features of Multimodal Metaphor
        2.1.4 Relationship between Multimodal Metaphor and Metonymy
    2.2 An Overview of Studies on Children’s Picture Books
    2.3 Summary
Chapter Three Theoretical Framework
    3.1 Cognitive Metaphor and Metonymy
        3.1.1 Conceptual Metaphor Theory
        3.1.2 Pictorial Metaphor and Multimodal Metaphor
        3.1.3 Metonymy
    3.2 Metaphor as Rhetorical Process
        3.2.1 Visual Rhetorical Process
        3.2.2 Multimodal Rhetorical Process
    3.3 Summary
Chapter Four Research Methodology
    4.1 Research Questions
    4.2 Metaphor Identification
    4.3 Data Collection
        4.3.1 Data Description
        4.3.2 Research Tools
        4.3.3 Analysis Procedures
    4.4 Summary
Chapter Five Results and Discussion
    5.1 Comparative Analysis of Types and Ratios of Multimodal Metaphors
        5.1.1 Types and Ratios of Metophors in English Kinship-theme Picture Books
        5.1.2 Types and Ratios of Metophors in Chinese Kinship-theme Picture Books
        5.1.3 Similarities and Differences between English and Chinese Picture Books
    5.2 Comparative Analysis of Ways of Meaning Construction of MultimodalMetaphors
        5.2.1 Ways of Meaning Construction in English Kinship-theme Picture Books
        5.2.2 Ways of Meaning Construction in Chinese Kinship-theme Picture Books
        5.2.3 Similarities and Differences between English and Chinese Picture Books
    5.3 Summary
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications of the study
    6.3 Limitations and Suggestions of the study
References
Appendix:List of Children’s Kinship-theme Picture Books
Publications



本文编号：3385386