隐喻在大学英语教学中的应用Word格式.docx

隐喻在大学英语教学中的应用Word格式.docx

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隐喻应用；

词汇教学；

习语教学；

诗歌教学

Abstract

Metaphorisnotonlyarhetoricalphenomenon,butmoreacommonphenomenonoflanguageandthought.SincemetaphorfrequentlyappearsincollegeEnglishtextbooks,itisnecessaryforustoexplorethefunctionofmetaphorinEnglishteaching.ThispaperstartswiththerelationbetweenmetaphorandEnglishlearning,thenproceedstoexploretheapplicationofmetaphorinEnglishteachinganddrawstheconclusionthathelpingcollegestudentsunderstandbasicconceptsofmetaphor,graspitsusageandfamiliarizeitsfunctionbymeansofteachingmetaphortheorycanprovideenlighteningmethodstoEnglishteachingsuchasapplicationofmetaphortovocabularyteaching,idiomaticteaching,grammarteaching,poetryteachingandcompositionteaching.Therefore,metaphoropensupanewcourseforEnglishteachingandprovidesanothermethodtoimproveteachingquality.

Keywords:

metaphor，metaphorapplication，vocabularyteaching，idiomaticteaching，Poetryteaching

Contents

Introduction1

1.AspectsofMetaphor2

1.1DefinitionofMetaphor2

1.2CategoriesofMetaphor4

1.3PropertiesofMetaphor7

2.Metaphor:

BridgestoEnglishLearning8

2.1RelatedResearch:

MetaphorsinEducation8

2.2ReasonsforTeachers’UseofMetaphors10

3.ApplicationofMetaphortoCollegeEnglishTeaching13

3.1ApplicationofMetaphortoVocabularyTeaching13

3.1.1LexicalMetaphorsinEnglish13

3.1.2PolysemousWordsConnectedwithMetaphor16

3.2ApplicationofMetaphortoEnglishIdiomaticTeaching18

3.3ApplicationofMetaphortoGrammarTeaching20

3.4ApplicationofMetaphortoPoetryTeaching21

3.4.1SustainedMetaphorinPoetry22

3.4.2ExtendedMetaphorUsedinPoetry23

3.5ApplicationofMetaphortoEnglishWriting23

3.5.1ReasonsfortheUseofMetaphorsinWriting24

3.5.2CreativeWaystoUseMetaphorsinWriting25

Conclusion26

Bibliography28

Acknowledgements29

Introduction

Metaphorisacommonlanguagephenomenonthatiscloselyrelatedtothelawoflanguagedevelopment.IfyouareanobservantEnglishlearner,youwillnotdenythefactthatnounderstandingoflanguagemeanscompletelywithoutanadequateknowledgeofmetaphorbecauseitisjustlikewhatthelinguistsclaim:

metaphorisubiquitous.

Inhistoricaloverviewofmetaphorstudy,therearemanydifferenttheoriesfocusedonit,however,beforethe20thcentury,metaphorhadbeenmainlystudiedatthelexicalandgrammaticallevel.Lateron,ithasbeenstudiedinmanydisciplinesandfrommanyperspectives.Recently,lotsofeducators,professorsandlearnersappealtotheeducationconstitutiontonoticethesignificanceofmetaphorinlanguageteaching.

Whileforme,anEnglishmajor,Ithinkasrepositoriesofourpastexperiencesandguidanceindealingwithnewones,metaphorsarenotonlynecessaryforoursurvival,butalsobringusdifficultyinunderstandingandbeingunderstoodbyothers:

eitherbecausewecannotgrasptheothers’useofmetaphorsorbecausetheyareunabletofollowus.Therefore,inordertolearnEnglishanduseEnglishwellandeffectively,it’scrucialforusEnglishlearnerstobeawareofitsapplicationinEnglishteaching.ThispresentpaperunfoldsthepictureofmetaphorapplicationincollegeEnglishteaching.

1.AspectsofMetaphor

Metaphorisafigureofspeechinwhichonethingisdescribedintermsofanother,comparisonisusuallyimplicit,whereasinsimileitisexplicit.

1.1DefinitionofMetaphor

ThewordmetaphorderivesfromGreekword“metaphora”meaning“transfer”.Itconsistsof“meta”and“phor”,whichhasrespectivemeaningas“transoracross”and“ferorferry”.Aristotle,perhapsthefirstscholartodefinemetaphor,argues“Metaphoristheapplicationtoonethingofanamebelongingtoanotherthing”.However,thisversionofdefinitionisonlyconfinedtothesubjectofrhetoricorlinguisticswhilemetaphornowadaysisnolongerconsideredasonlyconnectedtoliteratureclasses,rather,itisomnipresent.

Inourdailylife,manyofourcommonwordsaremetaphors,justlikeskyscraper,mouthoftheriver,stone-facedandetc.AccordingtotheexplanationofEncyclopedia,therearebroadcategoriesoffigurativelanguagewhichareclassifiedasmetaphorical,butthemorecommonmeaningofmetaphorisafigureofspeechthatisusedtopointoneconceptwithattributesnormallyassociatedwithanother.Inotherwords,ametaphorisafigureofspeechthatcomparesunlikethingsbysayingthatonethingistheother.Forexample,theexpression“youarethesunshineofmylife”equalsto“youareveryimportanttomejustlikesunshinetomylife”.Virtually,itisimpossibleforsomeonetobecomethesunshine.However,thespeakerofthatsentenceonlyintendstoexpresshisorherfeelingbycomparingthetwoseeminglyunrelatedobjects.

AccordingtoBBCEnglishDictionary,“Metaphorisawayofdescribingsomethingbysayingthatitissomethingelsewhichhasthequalitiesthatyouaretryingtodescribe.”Someotherfamoussentencesaboutmetaphorareasfollows:

“Toknowistousemetaphor.”

“Thewholeofnatureisametaphorofthehumanmind.”

“Metaphorwasthebeginningofwisdom,theearliestscientificmethod.”

Amongtheinnumerabledefinitionsofmetaphoratcontemporarytimes,theoneputforwardbyLakoffandTunerisofgreatsignificance:

Metaphorsallowustounderstandonedomainofexperienceintermsofanother.Toservethisfunction,theremustbesomegrounding,someconceptsthatarenotcompletelyunderstoodviametaphortoserveassourcedomains.

Thisviewisgenerallyacceptedandmetaphoristhoughttobeacross-domainmapping,anintegralpartofhumancategorization:

abasicwayoforganizingourthoughtsabouttheworld.Linguisticmetaphorsare,therefore,thereflectionofconceptualmetaphors.Forexample,“love”and“war”aretwocompletelydifferent“domains”,butwecanusethewordsthatdepictwartodescribelove.Therefore,wehavethemetaphorHewinsheroverinthegameoflove.

1.2CategoriesofMetaphor

Metaphor,perhapsthemostimportantandmostfrequentlyusedfigureofspeech,pointsoutresemblancebutwithnoacknowledgingword.Accordingtotheirstructure,metaphorscanbedividedintotwocategories:

theVisibleandtheInvisible（ShuDingfang,2000）.Byvisiblewemeanametaphorinwhichboththeprimaryterm（tenor）andthesecondaryterm（vehicle）manifestthemselvesinthecontext.Byinvisiblewerefertoeitherametaphorinwhichthesecondarytermdoesnotmanifestitselfdirectlyandcompletely,butrevealsitselfindirectlybycertainverbsorametaphorinwhichtheprimarytermdoesnotmanifestitselfdirectly,butisrepresentedbythesecondarytermsoastoleavesomeroomforthereader’simagination.Herearesomeexamples:

Policeworkoninner-citystreetsisadomesticVietnam,adangerousno-winstrugglefoughtbyconfused,misdirectedandunappreciatedtroops.（Visible）

Somebooksaretobetasted,otherstobeswallowed,andsomefewtobechewedanddigested.（Invisible）

Sometimesthemetaphor“eye”,thatis,thesimilaritybetweentheprimarytermandthesecondarytermneedstobemadeclearsoastoavoidmisunderstandingorbewilderment.Forexample:

Mylifeisonelongcurve,fullofturningpoints.---PierreElliotTrudea

SometimesyougointowhatIcallabubblebloom.Everybubblebursts.---MargaretThatcher

Frommetaphorderiveseveralkindsoffigures:

（1）Plainmetaphor:

afigureinwhichboththeliteralandfigurativetermarenamedandmarkedby“be”,“become”orsimilarverbs,forexample,“failureisthemotherofsuccess”.Here“failure”istheliteraltermsand“mother”isthefigurativeterm.Theyareallnamedinthesentence.

（2）Impliedmetaphor:

afigureinwhichtherearethreeforms,thefirstisthattheliteraltermisnamedandfigurativetermisimplied.Forexample,“leavesgotupinacoilandhissed”.Heretheliteralterm“leaves”isnamed,butthefigurativeterm“snake”isimpliedinacoilandhissed;

thesecondisthattheliteraltermisimpliedandthefigurativetermisnamed.Forexample,“Itfillswithalabaster（雪花石膏）wool”,here,“it”referstotheliteralterm“snow”,whichisnotnamed.But“alabaster（雪花石膏）wool”isnamed,whichisthefigurativetermforsnow;

Thethirdisthatboththeliteralandthefigurativetermsareimplied.Forexample,“Itsiftsfromleadensieve”,theliteralterm“snow”isnotnamed,andneitheristhereanyfigurativetermnamed.Bothsnowandthethingnowarecomparedtotheimpliedintheverbalphrase“siftsfromleadensieve”.

（3）Sustainedmetaphor:

afigureinwhichtwoormoresecondarytermsisemployedtodescribetheprimaryterm.Becauseoftheuseofasuccessionofsecondaryterms,asustainedmetaphorenjoysgreateradvantagethantheothermetaphorsindescribingthings,andtheimagecreatedbyasustainedmetaphorfromdifferentanglesandaspectstendstobemorevividandmoreimpressive.Forexample:

Beautyisbutavainanddoubtfulgood;

Ashiningglossthatfadethsuddenly;

Aflowerthatdieswhenfirstitbeginstobud;

Abrittleglassthat’sbrokenpresently…

（4）Extendedmetaphor:

isakindoffigureinwhichaninitialcomparisonismadeandthendevelopedsoastoexpandtheauthor’sidea.Thisfigureintendstoenrichandstrengthenthereader’sexistingassociationandbringingaboutgreaterrhetoricaleffectiveness.Herearesomeexamples:

Alltheworld'

sastage,

Andallthemenandwomenmerelyplayers;

Theyhavetheirexitsa