英汉“学习”隐喻表达方式的认知分析

发布时间：2021-02-09 00:23

　　长期以来隐喻一直是人们研究的焦点。但真正从认知角度观察和研究隐喻并将其纳入语言学领域的是Lakoff和Johnson,他们对日常生活中的隐喻进行了探讨,认为隐喻不仅仅是语言形式,更重要的是人类普遍的认知方式。目前,除了对隐喻的认知本质、工作机制等方面的研究外,隐喻的认知研究仍需要对除英语以外的其他语言的隐喻系统做大量的、深入的基础研究,以期证明不仅在英语中,而且在其他语言中,抽象思维在一定程度上都是通过隐喻来实现,同时,也需对有关概念隐喻系统的普遍性或相对性做进一步论证。现有的比较研究大多集中在人体、动物、空间、时间、情感、死亡、疾病和颜色等方面,而相比之下,对于“学习”隐喻这样一个重要的人类体验的研究却略显不足,且已有的研究多限于汉语这一门语言。因此,基于已有的研究,本文试图拓展“学习”隐喻的研究范围,从认知角度对英汉语“学习”隐喻的表达方式进行系统的比较研究,以期揭示英汉语“学习”概念隐喻的认知机制及其异同。本文以概念隐喻理论为基础,充分利用各种从词典及网络搜集到的语料,采用定性分析和比较分析的方法,对英汉“学习”隐喻的表达方式进行了较为系统的研究。研究结果表明,英汉语中都存在系统... 

【文章来源】：湖南师范大学湖南省 211工程院校

【文章页数】：115 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Study
    1.2 Objectives of the Study
    1.3 Organization of the Thesis
Chapter Two Literature Review
    2.1 Researches on Metaphor Abroad
        2.1.1 Research Based upon Comparison Theory
        2.1.2 Research Based upon Interaction Theory
        2.1.3 Researches Based upon Cognitive Theories of Metaphor
    2.2 Researches on Metaphor at Home
        2.2.1 Introduction of Cognitive Theories of Metaphor to China
        2.2.2 Researches Based upon Cognitive Theories of Metaphor
        2.2.3 Comparative Researches on Metaphor from a Cognitive Perspective
        2.2.4 Previous Researches on Conceptual Metaphors of STUDY
    2.3 Summary
Chapter Three Theoretical Foundation and Research Methodology of the Thesis
    3.1 Theoretical Foundation of the Thesis
        3.1.1 The Cognitive Nature of Metaphor
        3.1.2 Working Mechanisms of Conceptual Metaphor
        3.1.3 The Experiential Basis of Conceptual Metaphor
        3.1.4 The Systematicity of Conceptual Metaphor
    3.2 Research Methodology of the Thesis
Chapter Four Analyses of Conceptual Metaphors of STUDY in English and Chinese
    4.1 Analysis of Mapping from HUMAN BODY-PART MOVEMENT onto STUDY
        4.1.1 Mapping from LEG MOVEMENT onto STUDY
        4.1.2 Mapping from HAND MOVEMENT onto STUDY
        4.1.3 Mapping from MOUTH MOVEMENT onto STUDY
        4.1.4 Mapping from INTERNAL MOVEMENT OF HEAD onto STUDY
        4.1.5 Mapping from HEART MOVEMENT onto STUDY
        4.1.6 Mapping from COOPERATIVE MOVEMENT OF HUMAN BODY-PART onto STUDY
    4.2 Analysis of Mapping from COMPETING onto STUDY
        4.2.1 Mapping from FIGHTING onto STUDY
        4.2.2 Mapping from RACING onto STUDY
    4.3 Analysis of Mapping from EXTENDING onto STUDY
        4.3.1 Mapping from EXTENDING VERTICALLY onto STUDY
        4.3.2 Mapping from EXTENDING HORIZONTALLY onto STUDY
    4.4 Analysis of Mapping from INVESTIGATING or EXPLORING onto STUDY
    4.5 Analysis of Mapping from WORKING onto STUDY
    4.6 Summary
Chapter Five Commonalities and Differences of Conceptual Metaphors of STUDY in English and Chinese
    5.1 Commonalities of Conceptual Metaphors of STUDY in English and Chinese
        5.1.1 Universality in Basic Experience
        5.1.2 Universality in Culture
        5.1.3 Universality in the Way of Thinking
    5.2 Differences of Conceptual Metaphors of STUDY in English and Chinese
        5.2.1 Variation in Culture
        5.2.2 Variation in Cognitive Angle
    5.3 Summary
Chapter Six Conclusion
    6.1 Major Findings of the Research
    6.2 Limitations and Prospects of the Thesis
Bibliography
Acknowledgements


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硕士论文
[1]基于语料库的英汉“死亡”隐喻的对比分析[D]. 肖洋.大连海事大学 2009
[2]汉语中“学习”概念的隐喻研究[D]. 胡小异.华中师范大学 2006
[3]英汉人体隐喻对比研究[D]. 唐亚维.湖南师范大学 2005



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