汉英十二生肖动物隐喻对比及对外汉语教学

发布时间：2018-06-12 03:18

本文选题：隐喻 + 动物隐喻　；参考：《华中师范大学》2017年硕士论文

【摘要】：隐喻作为一种普遍存在的语言现象,一直以来备受中外学者们的关注。1980年,莱考夫在《我们赖以生存的隐喻》这本著作中提出了“概念隐喻”,标志着隐喻研究真正进入认知语言学领域。动物隐喻属于概念隐喻中的实体隐喻,它大量存在于所有语言之中。鉴于动物词汇是一个比较庞大的群体,本文选取了汉语动物词汇中具有代表意义的十二生肖动物作为研究对象。隐喻与文化密不可分。隐喻的文化特征同时具有统一和差异两种特性,这使得汉英两种语言中的十二生肖动物隐喻既有相似,又有差异。本文以当代认知语言学中关于隐喻研究的理论为基础,从“形象相同,喻义相似”、“形象不同,喻义相似”以及“形象相同,喻义相异”这三个方面对汉英十二生肖动物隐喻进行了对比分析。然后从动物特征的共有性,人类在物质基础、生理基础、认知过程上的相似性,以及自然环境、历史典故、宗教习俗等因素的影响这些方面对异同产生的原因进行了探析。对比分析与原因探析都是为教学服务,因此,论文在最后一章探讨分析了汉语十二生肖动物隐喻教学的问题。作为第二语言的教学,对外汉语教学有着自己的特殊性。首先,在遵循对外汉语教学原则这一大的前提之下,汉语十二生肖动物隐喻的教学还应遵循针对性、循序渐进、为语言教学服务等一系列原则;其次,教师在进行教学时还应采取一些行之有效的教学策略,本文在借鉴前人观点以及结合前文对比分析结果的基础上,提出了两条教学策略——培养学生的隐喻能力以及对比分析、利用母语文化的迁移,以期于更好地应用于对外汉语教学。
[Abstract]:Metaphor, as a universal linguistic phenomenon, has always attracted the attention of scholars both at home and abroad. In 1980, Lakoff put forward "Conceptual metaphor" in metaphor for our existence. It indicates that the study of metaphor has really entered the field of cognitive linguistics. Animal metaphor is a kind of entity metaphor in conceptual metaphor, which exists in all languages. In view of the fact that animal vocabulary is a relatively large group, this paper chooses the Chinese zodiac animal which has the representative meaning in the Chinese language animal vocabulary as the research object. Metaphor and culture are inseparable. The cultural characteristics of metaphor are both unified and different, which makes the animal metaphors of the zodiac animal in both Chinese and English similar and different. This paper is based on the theories of metaphor in contemporary cognitive linguistics, from "image is the same", "image is similar", "image is different" and "image is similar", "image is similar" and "image is similar". This paper makes a comparative analysis of animal metaphors in Chinese and English zodiac animals. Then the author analyzes the causes of similarities and differences from the common characteristics of animals, the similarity of human beings in material basis, physiological basis, cognitive process, natural environment, historical allusions, religious customs and other factors. The contrastive analysis and the reason analysis serve the teaching, so in the last chapter, the thesis analyzes the problem of Chinese zodiac animal metaphor teaching. As a second language teaching, teaching Chinese as a foreign language has its own particularity. First of all, under the premise of following the principle of teaching Chinese as a foreign language, the teaching of animal metaphor of Chinese zodiac animal should follow a series of principles, such as pertinence, gradual progress and serving language teaching. Teachers should also take some effective teaching strategies in teaching. Based on the previous viewpoints and the results of comparative analysis above, this paper puts forward two teaching strategies-cultivating students' metaphorical competence and comparative analysis. The transfer of mother tongue culture is expected to be better applied in teaching Chinese as a foreign language.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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