英汉身体隐喻化认知异同及原因探究

发布时间：2018-04-10 08:39

本文选题：身体隐喻化认知　切入点：相似和不同之处　出处：《湖北大学》2013年硕士论文

【摘要】：传统观点认为,隐喻是文学作品中常常用到的修辞手段。然而认知学派则认为,隐喻不仅仅是一种修辞方式,更是人类了解、认知外部世界的思维方式。隐喻是一种手段,是人们基于之前的经验去理解另一个新领域中更复杂或者更抽象的概念的方式。根据人类认知发展的规律,在认知发展的初期,人们最先了解的是他们自己的身体。随着认知的发展,人们逐渐想要去了解更为复杂更加抽象的概念。这时,他们开始借助之前积累的对自己身体的认知去理解那些更为复杂的概念。这种抽象的思维方式被称为隐喻他认知。本研究通过研读国内外关于身体隐喻的研究,对英汉身体隐喻化认知进行了对比研究,并尝试探索引起英汉身体隐喻化认知异同的原因。体验哲学和人类认知发展的规律为本研究进行英汉身体隐喻化认知对比提供了重要理论支撑。本研究从多部较权威的英语、汉语词典中收集关于身体隐喻的数据,并运用了文本分析和对比分析的方法探索了以下问题的答案： (1)英汉身体隐喻化认知之间是否存在相似之处和差异? (2)如果存在,这些相似之处和差异具体是什么? (3)引起英汉身体隐喻化认知的相似或差异的原因是什么? (4)这些因素具体是如何引起相似或差异的? (5)本研究发现的英汉身体隐喻化认知的相似之处和差异之处对英语教学有何启示? 通过对英汉身体隐喻的对比文本分析,本研究得出以下结论： (1)英汉身体隐喻化认知之间的确存在相似之处,同时也存在一定的差异,且相似之处多于差异； (2)英汉身体隐喻化认知的相似之处表现为两种语言的隐喻中都有以下两类映射模式：从身体域到另一个具体域的映射和从身体域到抽象域的映射；在“从身体域到抽象域的映射”中,英汉两种语言在下列四种子映射中都十分丰富：从身体域到社会地位域,从身体域到情感域,从身体域到质量域,从身体域到动作域。通过分析,本研究发现英汉两种语言隐喻化认知的主要不同在于：汉语中有从两个物体或两个事件之间的关系到另外两个物体或事件之间的关系的映射,但是英语中几乎不存在这样的隐喻映射； (3)文化因素和交际因素都可以引起英汉身体隐喻化认知的差异； (4)文化角度的因素认为人类的隐喻化认知是被动接受外界影响然后产生认知的一种过程；但是交际因素却将人的主观能动性考虑进去了,认为人可以根据交际目标主动选择目标域。本研究在以上研究发现的基础上提出了三点教学建议：第一,教师应该让学生明白隐喻不仅是修辞手段更是一种可以在生活中广泛应用的认知手段。第二,在英语教学中要注意文化意识的培养。第三,教师应该告诉学生如何识别、判断不同的交际目标,以便选取合适的源概念。
[Abstract]:Traditionally, metaphor is often used as a rhetorical device in literary works.However, the cognitive school believes that metaphor is not only a rhetorical method, but also a way of thinking of human understanding and cognition of the outside world.Metaphor is a means of understanding more complex or abstract concepts in another new field based on previous experience.According to the law of human cognitive development, in the early stage of cognitive development, people first understand their own bodies.With the development of cognition, people gradually want to understand more complex and abstract concepts.At this point, they begin to use their accumulated knowledge of their own body to understand the more complex concepts.This abstract way of thinking is called metaphorical cognition.This study makes a contrastive study of the metaphorical cognition of body in English and Chinese, and tries to explore the reasons for the similarities and differences between English and Chinese by studying the research on body metaphor at home and abroad.The laws of experiential philosophy and the development of human cognition provide an important theoretical support for the comparative study of metaphorical cognition in English and Chinese.This study collected data on body metaphors from a number of authoritative English and Chinese dictionaries, and explored the answers to the following questions by means of text analysis and contrastive analysis.1) are there any similarities and differences between English and Chinese body metaphorical cognition?(2) if so, what are the similarities and differences?What are the reasons for the similarities and differences between English and Chinese body metaphorical cognition?How do these factors specifically cause similarities or differences?5) the similarities and differences between English and Chinese body metaphorical cognition found in this study have any implications for English teaching.Based on the contrastive text analysis of body metaphors in English and Chinese, the present study draws the following conclusions:1) there are some similarities and differences between English and Chinese body metaphorical cognition, and the similarities are more than the differences;(2) the similarities of metaphorical cognition in English and Chinese are as follows: mapping from body domain to another specific domain and from body domain to abstract domain;In "Mapping from body domain to abstract domain", English and Chinese are rich in the following four kinds of mapping: from body domain to social status domain, from body domain to emotion domain, from body domain to mass domain, from body domain to action domain.By analyzing the metaphorical cognition between English and Chinese, we find that there is a mapping from the relationship between two objects or two events to the relationship between the other two objects or events in Chinese.However, there is almost no such metaphorical mapping in English;(3) Cultural factors and communicative factors can lead to differences in body metaphorical cognition between English and Chinese;(4) from the perspective of culture, metaphorical cognition of human beings is a process of passive acceptance of external influence and then production of cognition; however, communicative factors take into account the subjective initiative of human beings.It is believed that people can choose the target domain according to their communicative goals.On the basis of the above findings, this study puts forward three teaching suggestions: first, teachers should make students understand that metaphor is not only a rhetorical device but also a cognitive means that can be widely used in daily life.Second, we should pay attention to the cultivation of cultural consciousness in English teaching.Third, teachers should tell students how to identify and judge different communicative goals in order to select appropriate source concepts.
【学位授予单位】：湖北大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H15;H315

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