概念隐喻的分类及其在语言教学中的认知力

《》()200511JournalofQiqiharUniversity(Phi&SocSci)　　Novermber.2005　　　[]2005-06-07　　[]吴莉(1966-),女,黑龙江大学西语学院英语系副教授、硕士,从事语言学研究。　　○概念隐喻的分类及其在语言教学中的认知力　(黑龙江大学西语学院,黑龙江哈尔滨150080)[]概念隐喻;认知;结构隐喻;方位隐喻;本体隐喻;管道隐喻[　]美国语言学家GeorgeLakoff认为概念隐喻不仅存在于人类的语言之中,而且也存在于人类的思维和行动之中;它不是语言的表面现象,而是一种深层的认知机制。概念隐喻主要分为四类:结构隐喻、方位隐喻、本体隐喻、管道隐喻。大量的英汉日常表达式说明,概念隐喻支配着一词多义现象或不同意义之间关联的原则是由具体到抽象的隐喻性映射;另外,概念隐喻还可以帮助学生深刻理解许多常规性习语的意义。[]H315　　[]A　　[]1008-2638(2005)06-0102-03ThecategoriesofconceptualmetaphorsanditscognitiveforceinlanguageteachingWULi(SchoolofWesternStudies,HeilongjiangUniversity,Harbin150080,China)　　Keywords:conceptualmetaphors;cognition;structuralmetaphors;orientationalmetaphors;ontologicalmetaphors;con-duitmetaphors　　Abstract:TheAmericanLinguistGeorgeLakoffclaimsthatconceptualmetaphorsexistnotonlyinhumanlanguage,butalsoinhumanthoughtandactions;theyarenotasuperficialphenomenon,butacognitivemechanismofahigherlevel.Concep-tualmetaphorsfallintofourcategories-structuralmetaphors,orientationalmetaphors,ontologicalmetaphorsandconduitmeta-phors.AlargenumberofeverydayexpressionsinbothEnglishandChineselanguageillustratethatconceptualmetaphorsac-countforpolysemyandinterrelationofseveralshadesofmeaningwithametaphoricalmappingfromconcretetoabstract;theyalsoplayaconstructiveroleincomprehendingmanyconventionalidioms.1.GeorgeLakoffMarkJohnson1980《》,。,,。Lakoff,,,,,、,。Lakoff,,,;,。2.2.1结构隐喻(structuralmetaphors),;。,Lifeisajourney():(1)Ourpartnershipdidn'tlast.Intheendweagreedtogoourseparateways.(2)Hardwork,longhours,andlotsofworry.Whenyouaretryingtobuildupabusiness,I'mafraidthere'snoshortcuttosuccess.(3)Thereisnoprospectofpromotion.I'minadead-endjob.(4)Ican'tmakeupmymind.It'seitherstaywhereIamorapplyforajobabroad.Iseemtobeatacrossroadsinmypresentjob.(5)。(6)。2.2方位隐喻(orientalmetaphors)　。,。:-,-,-。、、,。,Happyisup;sadisdown(;):(1)You'reinhighspirits.(2)Thinkingaboutheralwaysgivesmealift.(3)I'mdepressed.(4)He'sreallylowthesedays.(5)。(6),,。2.3本体隐喻(ontologicalmetaphors),,。,、、、、、。,Moodsareweather():(1)What'sthematter?Cheerup!Youlookabitfoggy/gloomy.(2)IthinkIdranktoomuchlastnightatdinner.I'ma-fraidI'mfeelingabitunderthesky/weatherthismorning.(3)Ladiesandgentleman,canIstartbythankingyouforgivingmesuchawarm/hotwelcome?(4)Theyusedtobecrazyabouteachother,butIthinktherelationshiphascooled/frozenrecently.(5),,。(6),!2.4管道隐喻(conduitmetaphors)MichaelReddy。,,70%。,:Ideasormeaningsareobjects()Linguisticexpressionsarecontainers()Communicationissending(),()(),(),()()。,:(1)Wheneveryouhaveagoodidea,practicecapturingitinwords.(2)Neverloadasentencewithmorethoughtsthanitcanhold.(3)Trytogetyourthoughtsacrossbetter.(4)Youstillhaven'tgivenmeanyideaofwhatyoumean.(5)《》。(6)。3.。,。,,,,。3.1概念隐喻理论对词汇教学的支持,、,,,,、。。,,。,,。,Healthandlifeareup;sicknessanddeatharedown(;):(1)Hefellill.(2)Hishealthisdeclining.(3)Jesusrosefromthedead.(4)He'satthepeakofhealth.(5),。(6),。3.2概念隐喻理论对习语教学的支持。:Loveisfire:(1)I'mburningwithlove.(2)Shecarriesatorchforhim.(3)Theflamesaregonefromourfriendship.(4),。(5),。,Enthusiasmisfire:(1)Don'tbeawetblanket.(2)Herenthusiasmwasignitedbythenewteacher.(3)Thespeakerfannedtheflamesofthecrowd'senthu-siasm.(4),!(5)。4.103　6　Lakoff。,。,,。,、,。、,。[]　　[1]Lakoff,G.andJohnson,M.MetaphorWeLiveBy[M].Chicago:TheUniversityofChicagoPress,1980.[2]Reddy,M.'TheConduitMetaphor-ACaseFrameConflictinOurLanguageaboutLanguage'[A].inMetaphorandThought[C].Ortony,A.(ed).Cambridge:CambridgeUniversityPress,1980.[3]蓝纯.认知语言学与隐喻研究[M].北京:外语教学与研究出版社,2004.[4]胡壮麟.认知隐喻学[M].北京:北京大学出版社,2004.[5]赵艳芳.认知语言学概论[M].上海:上海外语教育出版社,2001.[6]束定芳.隐喻学研究[M].上海:上海外语教育出版社,2000.[7]吴莉.“隐喻———从`修辞手段'到`思维机制'”[J].江苏外语教学研究.2002(2).[8]吴莉.“试论隐喻概念与英语习语的语义关联”[J].山东师大外国语学院学报.2001(3).[9]吴莉.“英语管道隐喻的结构探微”[J].外语学刊.1999(3).(　)　　90,。。。。,,,,。、,,,,。l.“”,“MARTIN”PR01220。,。2.“”,“STUDIO,DUE”TOP,SCAN。,。,。,,,,。。,。、,,,。1.,。2.;,,,,,?、,,,,,。、,,,。,,。、,。,。、,。。,,、、、、、,。。l.灯的布局及吊装形式、、,。,,,、、,。2.光的形象对比,,,,。,,,。3.音乐是“光”的灵魂,内容要靠色彩来体现。,,。104()