论文初稿 周婷 423.docx
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论文初稿 周婷 423.docx
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论文初稿周婷423
学号
2011216231
分类号
H030
本科生毕业论文(设计)
题目:
《让泪化作相思雨》中的爱情隐喻
院(系)外语系
专业班级英语2011级2班
学生姓名周婷
指导教师(职称)鲁克伟(助教)李向武(副教授)
提交时间二〇一五年五月
LoveMetaphorsofLettingTearsTurnIntoLovesickRain
ZhouTing
Supervisors:
LuKewei,LiXiangwu
AThesisPresentedto
TheDepartmentofForeignLanguages
AnkangUniversity
InPartialFulfillmentoftheRequirementsfor
TheDegreeofBachelorofArts
Ankang,China
May,2015
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学生签名:
年月日
LoveMetaphorsofLettingTearsTurnIntoLovesickRain
ZhouTing
Abstract:
TheprimarypurposeofthisstudyistoanalyzethelovemetaphorsinvolvedinthepopularlyricofLettingTearsTurnintoLovesickRainthroughconceptualmetaphortheoryofcognitivelinguistics.Utilizethreefactorsofconceptualmetaphortheory---ontologicalmetaphors,orientionalmetaphorsandstructuralmetaphorstomakeadeeperanalysis.ExamplesshowthatthelovemetaphorsinvolvedinLettingTearsTurnintoLovesickRainarerootedinmanydifferentconceptualmetaphors,whichcontributetothecoherenceofthelyricsandthecreationofthebeautifulsadloveandcouldco-existthepopularlyricofLettingTearsTurnintoLovesickRain.
Keywords:
lovemetaphors;popularlyricofLettingTearsTurnintoLovesickRain;ConceptualMetaphorTheory
《让泪化作相思雨》中的爱情隐喻
周婷
(安康学院外语系,陕西安康725000)
摘要:
本研究的主要目的是运用认知语言学的概念隐喻理论分析流行歌曲《让泪化作相思雨》中的爱情隐喻,并通过概念隐喻理论的三要素:
实体隐喻、方位隐喻和结构隐喻进行深入分析从而证实流行歌曲《让泪化作相思雨》中关于爱情的隐喻植根于许多不同的概念隐喻中,并且这些关于爱情的不同概念隐喻有助于歌词的连贯和悲伤爱情氛围的营造;他们可以共存于一首歌词中。
关键词:
爱情隐喻;流行歌曲《让泪化作相思雨》;概念隐喻理论
Contents
AbstractinEnglish.........................................................................................................i
AbstractinChinese……………………………………………………………………ii
Contents........................................................................................................................iii
2Literaturereview2
2.1Previousstudiesonmetaphor2
2.2Previousstudiesonlovemetaphors4
3ConceptualMetaphorTheory5
3.1WorkingmechanismofConceptualMetaphor6
3.2CharacteristicsofConceptualMetaphor6
3.2.1Theexperientialbasisofmetaphor7
3.2.2Thesystematicityofmetaphor7
3.3TheclassificationofConceptualMetaphor8
3.3.1Ontologicalmetaphors8
3.3.2Orientationalmetaphors8
3.3.3Structuralmetaphors9
4MetaphoricalanalysisofthepopularlyricofLettingTearsTurnintoLovesickRain.9
4.1Abriefintroductionofthesong10
4.2Theexperientialbasisoflovemetaphorinthesong10
4.3ThethreeConceptualMetaphorsinthesong11
4.3.1Ontologicalmetaphorsinthesong11
4.3.2Orientationalmetaphorsinthesong12
4.3.3Structuralmetaphorsinthesong14
4.4SystematicityoflovemetaphorsinvolvedinLettingTearsTurnintoLovesickRain15
5Conclusion16
References17
Acknowledgments18
1.Introduction
In1980,LakoffandJohnson,cognitivelinguists,proposedConceptualMetaphorTheoryinMetaphorsWeLiveby,whichincludesthreefactors:
ontologicalmetaphors,orientionalmetaphors,andstructuralmetaphors.Forthefirsttime,linguisticmaterialissystematizedintoacoherenttheoryofconceptualmetaphors.Thewriterssuggestthatmetaphorsshouldberegardedasafigureofthought,insteadofafigureofspeechandhumanbeings’conceptualsystemisinessencedefinedandstructuredmetaphorically(LakoffandJohnson).Love,asanimportanthumanemotion,playsasignificantroleinpeople’slives.thefocusofemotionalstudyhasshiftedfromthepsychologyofemotiontothecomprehensionandcognitionofemotions.Fromtheperspectiveofcognitivelinguistics,thestudyofemotionshouldbedonewithintheconceptualsystem---metaphor.ThemetaphoricalwayofthinkinginfluencedbyConceptualMetaphorTheoryplaysakeyroleinunderstandingemotion,especiallylovemetaphors.Lovemetaphorsmaybegiveninthesecondaryortertiarysensesofotherwords.Forexample,ahintoftheLOVEISMADNESSmetaphormayshowupinatertiarysenseoftheword“crazy”(“immoderatelyfond,infatuated”),butthishintshowsupaspartofthedefinitionof“crazy”ratherthanaspartofthedefinitionof“love”(Kovecses,2002:
46).Sincetheemotion--loveiswidelyexpressedandunderstoodthroughmetaphortheconceptof“Lovemetaphors”inthisthesis,referstothemetaphorsthatarerelatedtotheemotionofromanticloveaswellastherelatedconceptionsaboutromanticlove,suchasNEED,SEXUALDESIRE,ATTACHMENTandCARING(Kovecses,1986).
Emotioninthecognitiveperspectiveismostlyembodiedinmetaphor.InthebookMetaphorandEmotion,Kovecses(2000)reinforcesthatitisimpossibletoconceptualizemostaspectsoftheemotionotherthaninmetaphoricalterms.ScholarssuchasAverill(1990)andKovecses(1990),LakoffandKovecses(1986,1990)affirmtheroleandpossiblecontributionofconceptualmetaphorstotheconceptualizationofemotionalexperience.Numerousstudieshaveshownthathumanemotionsaremetaphoricallyconceptualizedintermsofbodilyprocessesoractivities.Thereisasystematiccorrelationbetweenouremotionsandoursensory-motorexperiences(Lakoff&Johnson,1980:
50).Generallyspeaking,currentmetaphorresearchathomecanbeclassifiedintothreebranches:
first,tointroduceandcommentonmetaphortheories;second,todiscussandimprovemetaphortheoriesfromsemantic,pragmatic,cognitive,andculturalperspectives;third,tomakefurtherstudyofmetaphorbyanalyzingthespecificlinguisticdata.However,scholarsbothathomeandabroadhavenotpaidmuchattentiontothepopularsonglyrics.Theresearchofemotionalconceptsisinsufficient,especiallyloveconcepts(王晓华,2009).Inviewofthis,thestudywillanalyzethelovemetaphorsinvolvedinthepopularlyricofLettingTearsTurnintoLovesickRainaregroundedinmanydifferentconceptualmetaphors,whichcontributetothecoherenceofthelyricsandthecreationofthebeautifulsadlove.
Thethesisisstructuredasfollows:
ChapterOneistointroducethetopic,theaim,significanceandgeneralframeworkofthethesis.
ChapterTwoisdevotedtoliteraturereview,includingpreviousstudiesofmetaphorandlovemetaphors.
ChapterThreeintroducesitsworkingmechanismandcharacteristics.
ChapterFouristhemainbodyofthisthesis.ConceptualmetaphortheoryisappliedtoanalyzeemotionallyvariedmetaphorsofthepopularlyricofLettingTearsTurnintoLovesickRain.
ChapterFiveistheconclusionchapter.
2Literaturereview
Thischapterintendschieflyasabroadreviewofthestudiesofmetaphorandlovemetaphorsbothathomeandabroad.
2.1Previousstudiesonmetaphor
ThestudyofmetaphorderivedfromAristotle’sRhetoricandPoeticsformorethan2000yearsago.Metaphorwasdefinedas‘‘theapplicationofanaliennamebytransferenceeitherfromgenustospecies,orfromspeciestogenusorfromspeciestospecies,orbyanalogy,thatisproportion’’(Aristotle,1996:
149).Inhisopinion,metaphorisjustanominaltransferencefromonethingtoanother.Thecrucialpointistocomparethingstofindtheinvisiblesimilaritiesamongthem.Asforthefunctionofmetaphor,hemaintainedthatmetaphorisarhetoricdevicemainlyappliedinliterature,especiallyinpoems.Thisiscomparisontheoryofmetaphor,butthisisonlyarhetoricdeviceandlimitedtorhetoric,literatureandstylistics.
TheRomanrhetoricianQuintilianfoundedhisSubstitutionTheorytometaphor,whichtakesasthesubstitutionofonemetaphoricexpressionforoneliteralexpressionwiththesamesense.Hefurtheremphasizedtherenderingofmetaphor,andregardedmetaphorasthesuprememodificationofthestyle.Inshort,metaphorsarejustrhetoricalinnature;theyareunnecessary.Richardswasthefirstpersontoproposeinteractiontheoryofmetaphorfromcognitiveperspective.IntheThePhilosophyofRhetoric,Richardsdefinesmetaphoras“human’stheomnipresentprincipleoflanguage”andstatesthat“Fundamentallyitisaborrowingbetweentheintercourseofthoughts,atransactionbetweencontexts.Thoughtismetaphoric,andproceedsbycomparison,andthemetaphorsinlanguageareconsideredtobederivative”(Richards,1936:
89).Itisakindofthinkingapproachandcognitivemodewhichsuggeststhatmetaphoricalstudyentersintothemulti-periodofmulti-angle,multi-levelandmulti-disciplinary.Blackelaboratestheinteractiontheory,accordingtowhich,metaphorisaprocessinwhichanewmeaningiscreated(Black,1962).Themodernwell-knowncognitivelinguistsLakoff&Johnson(1980)putforward“conceptualmetaphor”forthefirsttimeintheirco-workMetaphorsWeLivebyandthisbookisgenerallycreditedwithestablishinganewapproachtothemetaphorstudyandstartingacognitiverevolutioninthemetaphorresearch.Andtheyfoundthatmetaphorasaconcept,metaphormeansconceptualmetaphor,and“metaphorispervasiveineverydaylife,notjustinlanguagebutinthoughtandaction”(Lakoff,1980).Cognitivelinguistsexplainmetaphoricalexpressionoflanguagedifferentfromtheexpressionofconventionalrhetoricfromcognitivepointofview(Lakoff,1987;Johnson,1980;Yu,1995;Kovesces,1986,1990).Theythink:
a.Metaphorisessentiallycognitive,ismoreaccuratelyafigureofthought,aconceptualorcognitiveorganizationexpressedbythelinguisticobjectbecauseasanefficientwayofconceptualization,itcanstructuremanyabstractconceptspartiallybymappingsomeconcreteonesontothem.
b.Metaphorissystematic:
onecommonmetaphoricalconceptmaygiverisetonumerouslinguisticexpressions;differentmetaphoricalconceptsformacoherentnetwor
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