认知语言学与词汇.docx

认知语言学与词汇.docx

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认知语言学与词汇

5.2LimitationsandSuggestionsforFutureStudies

InadditiontothesuccesssoftheexPeriment,therearemanylimitations

Defieieneiesoftheresearchbeeauseofsornesubjeetivefaetorsandobjeetivefaetors.

TheVoeabularyTeaehinginSeniorHighSehoolwiththeGuidaneeofBasieTheoriesofCognitiveLinguistiesandseholarsshouldbeeneouragedtoPromoterelatedstudytomakefurtherAehievements

山东科技人学硕卜学位论文1rnPlieationofConeePtualMetaPhoronVocabularyLearning

VocabularyTeaehing

AeeordingtoeognitivePsyehology,languageaequisition15notonlyalinguistie

aet,butalsoaeombinationoflanguage,humanmentality,andsoeio一eulturalfaetors,

forexamPle,differenteulturesmayhavesimilarmetaPhorsordifferentmetaPhorsto

refertothesamething.50,metaPhoreanhelPChineseEnglishleamerstoleamthe

eulturalimPlieationsembeddedinwords.

AsanEnglishleamer,theyallhavelearningmeehanism,whieh15whenthey

eomeacrossnewinformationofEnglishlinguistieknowledge,theywillassociateand

interaetwiththeknowninformationintheirbrain,andlatertheoutPutasthenew

knowninformation15storedintothememory.Untilnow,theleamingtask15

eomPletedinthisway.LeamingEnglish15alsotheProeessofinteraetionbetweenthe

如ownlinguisticandnewlinguisticknowledge,andmetaPhorcanbeservedasthe

tooltoaeeomPlishtheProeess.50,metaPhoreanhelPChineseEnglishleamersto

learntheeonneetioninwords.

Inaddition,byleamingthemetaphorsofthenativesPeaker,weeanleamthe

thinkingmodeofthemduetothetheorythatmetaPhor15aeognitiontoolthrough

whiehweeoneePtualizetheworld.What.5more,ifweeanthinkinthetarget

language,wemaynaturallyProdueemoreidiomaticEnglishexPressionsin

eommunieations.

FromtheaboveilluminationofeoneePtualmetaPhorandresultsofthe

exPeriment,weeaneoneludethatmetaPhorPlaysmanyasPeetsofsignifieaneein

seniorhighschoolvoeabularyteaehingal飞dlearning.121thefollowing,theauthorwill

Inaixllyfoeus011foursPecifieasPeets,lza一:

lely,i一leludingPolysellly,idiolns,word

eoxlneetionalldeulturalilnPlieatiolls.

5.2.1LearningPolysemyunderConeePtualMetaPhor

Asweallknowthatvoeabularylearllillg150一leofthebiggestbaxriersforsenior

111911selloolstudexlts,wllile一11astc一1119afoxeigl飞lal飞g:

lage.Polysemy,-/tlle

Phenomenonwl:

erebyasinglewordhas一:

:

al飞y一neaning!

tl:

ataresystelnatieally

related-/（Mar#kJollllso一飞,1987:

X11）seel飞15qu一teco一z飞111011dLll一11:

9tlleil-EI飞911511

GrasPingalargevoeabulary15afundamentalfaetorofforeignlanguage

aequisition,becauseit15acknowledgedthatifstudentsarelaekofenough

voeabulary,theyareimPossibletostarttheirfu蛛herstudysuchaslistening,

sPeaking,reading,andwriting.Nevertheless,voeabularyteachingandleaminghas

Proventobeaheadachetobothteaehersandstudentsformanyyears,untilnowin

China,esPeeiallyforseniorhighschoolstudents.Theyallrealizethateventhey

knowthemeaningoftheword,butfewofthemeanuseitfluentlyandaeeurately.

AndtheyalsofindthateveniftheygrasPawordwiththehelPofthedietionary,

theyjustehoosetoremembertheitemsofwordsnegleetingtheeontestmeaning,

andthentheresult15thattheybeeameweakerandweakerinreadingeomPrehension

andwriting.MetaPhorization15animPortantfaetorthatleadstothechangein

vocabularyleaming.NewmarkPointsoutthefaetthatifthesoureeofeveryword15

examinedearefully,it15quitePossibletofindthetraeeofmetaPhorizationonthem

（Newmark,2002）.

AecordingtothefeaturesofeoneePtualmetaPhordiseussedintheaboveseetion,

metaPhor15Pervasiveandsystematie.Therefore,Englisl飞leanierseal飞leam

voeabularytllrougheolleeptualInetaPhors111asyste一natiealldvividway.Based011

the1lleehanismofeoneePtualInetaPhor,there15asetofxnaPPingsbetweexlthe

soureedomainandtargetdolnain,itindieatesthatwords111theabstraetdomaixleall

belearl飞edassoeiatedwiththeireoneretemeanil飞9ix飞tllesoureedolnailltllrougll

1lletaPlzoriealmaPPil丁g,50znetaPI飞orieallillkstotlleeo一lelete11飞ea一11119ea一1tlleilitate

t11eir11飞ell飞01#izatiollalldeol飞eePtualfluelley11:

exPx#esslllgiotoasi一1tlletarget

ltinguage.

5.2TheSignifieantAPP一oachesofMetaPhoriealFo一eignLanguage

技大学硕士学位论文IrnPlieationofConeePtualMet叩horonVoeabularyLearning

learningProcess.50PethaPsPolysemy15thehardestPeanutformanyseniorhigh

sehoolEnglishleamers,beeauseforChineseleamers,theyalwayshavegreat

diffieultiesinmemorizingnumerousPolysemouswords,andtheyareusuallyPuzzled

athowEnglish15organizedwithonewordhaving50manydifferentmeaningswhieh

15indeedatediousjobforthem.

Infact,fortheseseeminglyehaotiemeaningsofwords,thereexistsomerules

thattheyarelargelyevolvedfromoneoriginaleore.AecordingtoConeePtual

MetaPhorTheory,manyPolysemiewordsareaetuallytheProduetsofeoneePtual

metaPhorthatasaCross一domainMaPPingintheeoneePtualsystemusuallyinvolves

theunderstandingandexPerieneingofnon一Physiealorabstraetthihgsintermsof

Physicalorconeretethings.ThisalsoeanbeseenfromLakoffandJohnson.5work

（1980）:

humanbeingsthinkandtalkmetaPhorieallyandwordmeaningcanbe

exPandedbymeansofanalogyandmetaPhor,PeoPleeananddoaPPlywordsand

PhrasestoneweoneePtsorobjeetstoextendlexiealmeaning.Consequently,

metaPhoriealteaehingmethodeanshedlightonthegrasPingofthePolysemouswords

byexPlaininghowwordstakeonnewmeaningsandtheeonneetionsbetweenthe

differentmeaningsofthesameword.Therefore,metaPhormayProvidethemost

memorablewaysoflearning.

Intheseniorhighsehool.5testbook,weeanfindthatthereexistsnumerous

Polysemouswords,andmanyofthemarewordsoriginallyrefe币ngtohumanorgans

beeauseweallknowthatmostofbasieexPerieneesofhumanbeingsrelyonourbody

selves,fromwhichextendedtotheoutsideworld.SomePolysernouswords

eoneernillgliumanorgansaremetaPhorsoftlliskind,sucllas:

OOOfgaflSSSmetaPhorsss

HHHCadddtheheadofahammer,theheadoftllefamily,theheadwaiterrr

FFFaCCCCthenorthfaeeofamoulltain,faeeofthedia一nolid,faeeofaeloekkk

ttttttttttttt11eeyeofal飞eedle,tl飞eeyeofaPotatoooEEEyeeeee

NNNOSCCCt11e一loseofaireraftoraeal##

NNNeCkkkt11e一leekofabottle,a一leekoflalld

技大学硕士学位论文ImPlieationofConeePtualMetaPhoronVoeabularyLeaming

Now,theauthorwilltakeanothertyPicalexamPleofexPlainingPolysemyin

termsoftheorientationalmetaPhor.CognitivelinguistsPointoutthatamong

metaPhors,orientationalmetaPhorsareofgreatestsignifieaneeintheformationand

exPressionofthehumaneoneePtsandmostabstraeteoneePtseanbeunderstoodin

termsoforientationalmetaPhors（LaekoffandJohnson,1993:

8）.InChaPter

aeeording

11,the

authorhasdiscussedthemeehanismofconeePtualmetaPhor,andtothe

theory,itshowedthatUPandDOWNareamaPPingfromsPatialdomainto

emotionaldomain.Let,5take/uP,.asanexamPle.Intheeontests/standuP0and/llfe

theheaduP0,/uP,.15usedasitsoriginalsPatialdomainmeans一toahigherPosition.

Intheeontests/eheeruP,,and/I.mfeelinguP0./UP,,15transferredtoemotional

domain.It15beeausethere15thePhysiealbasisthatereetposturetyPieally即esalong

withaPositiveemotionalstate.Now,thereeomestheProeessofmetaphorization

underlingtheexistingeoneePtualmetaPhorsHAPPY15UP.ThisProeessof

metaPhorizationinvolvesthePsyehologiealsimilarity（Pereeivedsimilarity）between

thePhysicaleoncePt/uP,,andtheabstraeteoneePt/haPPy0,andit15heldthat

similarityProvidesthegroundfortheworkingofmetaPhorbymeansofwhiehword

meaningexpands（束定芳,2000:

172）.Besidesthephysiealsimilaritywhichmeans

similarityinapPearanee,shaPe,orfunetionand50on,there15alsoPsyehologieal

similaritywhichmeanssimilarityresultingfromthesharedinformationand

conventionalexPerieneesthatPeoPleinagiveneulturehaveasfortheword/uP,,.In

thefollowingeontests:

/ThenumberofbooksPrintedeaehyearkeePsgoinguP0,

/Myincomeclimbed11Plastyear,.,thePsyehologiealsimilarityinthoseexamPles15

thatwl飞enourbodybeeomeswaml,thetemPerature159011飞9uPthatitWARM15UP.

AsforanotherexamPle/wakeuP-.,-/stayuP二,/situPlate,.alld//getuP0wliichmeans

eoNseloLJsxsuP,liesinthepsyellologiealsimilaritytllat11umanandmOSt

mammalsstanduPwhentlleyareawake.TllateouldalsobeaPPliedto11ealthdolnain

todeseribetliestateofhealth,folillstallee./-Slze15111toPsllal）c-.wlliel:

15guidedby

theeol飞eePtual1lletaPllorsHEALTHANDLIFEAREUP.

!

!

山东科技人学硕卜学位论文lmPlieationofConeePtualMetaPhoronVoeabularyLearning

HEALTH/LIFE15UP

Healthdomain

WARM15UP!

TemPeraturedomain

UP（SPatialdomain）CONSCIOUS15

UPConseiousness

domain

MORE15UP

Quantitydomain

HAPPY15UP

Emotionaldomain

Figure5.1EachElliPse.StandsforoneDomain

ThroughtheanalysisofaboveexamPles,weeanseeitelearlythat

metaPhoraresystematicandexPerienee一based,50,based

multiPlemeaningsofaPolysemouswordarealsorelated

oneoneePtual

eoneePtual

metaPhors

insystematiewayandare

rootedinhumaneognitiveexPerienee.Therefore,ConeePtUalMetaPhorTheoryand

metaPhor.5funetio一15Pavestudentsanewwayofcross一domainmaPPingand

contributesalottoIeamers.bettereomPrehensionandmasteryofPolysemouswords.

5.2.2LearningIdiomsunderConeePtualMetaPhor

IdiomsaretraditiollallyviewedasasPeeialsetofthelargereategoryofwords

（CarterandMeCa八11y,1988:

19）.Duril:

9seniorhighsehoolEnglisllteaehillg,the

autllorfilldsthatrotllestudexlts,idiolnsareregardedasthemostinterestillgthingfor

itseolorfulIneansirllear一11一19Englisllvoeabulary.Atthesametime,tlleyarealsoa

b19ellalle一lgeforsellior111911selloolstudel:

ts,beeausetheyarealwayseropPillguP

!

vitlloutx一11ylneorxeas（）11.111otl:

exwords,eaellidio一nmayl飞aveitsowl飞origill,01.Inay

bex一elatedtoaeel#taill1llstol一iealeve一lt.elassiealreadillg,ortootl:

ersoux一ees,tllese

idiolnseal飞11a,#（llybeolgallizedul记el#asystelll（LiFuyill,2004:

44）.11飞tllePast

5（,

技大学硕士学位论文ImPlieationofConeePtualMetaPhoronVoeabularyLeaming

deeade,Seholarshavetrieddlfl飞rentmethodstostudyidiomssuehas:

s邓taetie,

functional,andcultUralPersPective,while,fewmethodseanberegardedasa

sueeessfulwaytoleamidiomsbeeausethere15nosystematieforthemtofollow.

However,eontemPoraryscholarssuehasKoveeses&Szabo（1996）,NunbergqL.A

Sag&TWasow（1994）ProvideevideneetoshowthatmanyorPerhaPsmostidioms

areProduetsofoureoneePtualsystem,andnotsimPlyamatteroflanguage.Inthe

fieldofcognitivelinguisties,afterthePublieationof人4匕才即hors肠LiveBy,aelose

linkbetweeneoneePtualmetaPhorsandidiomshasbeensetuP;it15Possibleto

organizeidiomsintheeoneePtualmetaPhorsystembeeauseconeePtualmetaPhorsare

alsoinasystem.50,weeanseethatthestud己ntswillleamidiomsefficientlyby

leamingtheeoncePtualmetaPhorsorleamingwithcognitivemotivation