从认知角度谈汉英人生隐喻的比较研究 2.docx
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从认知角度谈汉英人生隐喻的比较研究 2.docx
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从认知角度谈汉英人生隐喻的比较研究2
上海海事大学
SHANGHAIMARITIMEUNIVERSITY
硕士学位论文
MASTER’SDISSERTATION
论文题目:
从认知角度谈汉英“人生”隐喻的比较研究学位专业:
外国语言学及应用语言学
作者姓名:
孙瑜
指导教师:
郑立信教授
完成日期:
二OO七年六月
AComparativeStudyofLIFEMetaphors
inChineseandEnglish
fromtheCognitivePerspective
BySunYu
UndertheSupervisionof
ProfessorZhengLixin
AThesis
SubmittedtotheCollegeofForeignLanguages
ofShanghaiMaritimeUniversity
inPartialFulfillmentof
theRequirementsforMADegree
ShanghaiMaritimeUniversity
May2007
Acknowledgements
Firstofall,IwouldexpressmysinceregratitudetomysupervisorProf.ZhengLixin.Butforhispainstakingmodificationsandinvaluablesuggestionsduringthecourseofthebirthofthisthesis,Icouldnothavepossiblyaccomplishedit.
Besides,IamextremelygratefultoProf.WangJvquanforhisimportantdirectionsandthought-provokinglecturesoncontrastivelinguistics.MyheartfeltthanksalsogotoProf.WangDawei,Prof.HanZhonghua,Prof.WuJianguo,Prof.CaiYongliang,Prof.YuanYongfang,Prof.ShiDongqinandtootherteachersofmypostgraduatecoursesfortheirinspirationandenlightenment.
IamalsoindebtedtomyroommatesWangXuanandChenSong,andtoallmyclassmates,especiallytoHuangLandan,LiXin,FengJianwenandZhuLei.Theyofferedmegreathelpandunwaveringencouragementinlearningandmademytwo-yearpostgraduatestudiesmoremeaningfulandmorecolorful.
Lastbutnotleast,myspecialthanksareduetomyparentsandfriendsfortheircareandsupportduringthecourseoftheaccomplishmentofthisthesis.
摘要
1980年MetaphorWeLiveBy的出版,使隐喻研究从此摆脱了以文学和修辞学为本的传统隐喻理论的束缚,正式纳入认知科学的新领域。
认知隐喻观认为隐喻是认知的,概念的,它广泛地存在于人们的生活中,是人们对抽象概念认识和表达的有利工具,是我们“赖以生存的隐喻”。
近几十年来,国外学术界的“隐喻热”、“隐喻革命”也引发了国内研究认知隐喻观的热潮,目前国内阐释隐喻认知理论的专著和文章较多,但系统的英汉隐喻认知比较研究的专著和文章较少,且比较的对象多集中于空间,时间,情感等有限的几个方面。
事实上,对英语以外的其他的语言的隐喻系统做大量的基础研究是当代隐喻认知研究面临的一个重大课题,因此对汉语中的隐喻认知现象做系统的研究具有相当的研究价值和现实意义。
本论文从认知语言学的角度对英汉两者语言中关于“人生”隐喻的表达进行了系统的比较研究。
作者首先对国内外的隐喻研究进行了简要的梳理和总结,分别介绍了西方历史上隐喻研究的不同流派以及国内在隐喻研究上的发展与现状。
其次作者从隐喻的哲学基础,基本特性,工作机制,分类,及其突破性意义等多方面对英汉认知隐喻的理论基础进行了较为全面的探讨和阐释。
论文的主体部分通过列举丰富的语料,考察了英汉两种语言中关于“人生”这个命题的隐喻表达法及其映射原理。
最后作者着重分析英汉“人生”隐喻系统在认知上的普遍共性以及在中西方不同文化背景下的异同,并简要介绍了进行比较研究的现实意义。
作者通过尝试对汉英“人生”隐喻的系统研究,旨在证明在汉英两种不同的语言和文化下,抽象思维都是部分通过隐喻来实现的,并通过比较研究来阐释不同的语言和文化影响下隐喻概念系统的异与同。
关键词:
隐喻;认知;映射
Abstract
Thestudyofmetaphorswitnessesalonghistory,whichcanbetracedbacktothetimeofAristotle(384-322B.C.).In1980,LakoffandJohnson’sworkMetaphorsWeLiveBymarkstheestablishmentofcognitiveapproachtometaphor,whichisrecognizedasagreatbreakthroughinthefieldofmetaphorstudy.Inthepastfewdecades,theenthusiasmforstudiesoncognitiveapproachtometaphorhasspreadworldwideandnotyetshownanysignofdeclining.
Thepresentthesis,basedonLakoffandJohnson’scognitiveapproachtometaphorinsteadoftraditionalapproaches,makesacomparativestudyofLIFEmetaphorsinEnglishandChinese.Asacompensationfortheshortageofthecasestudiesintermsofcomparativeresearch,thethesisishopedtodeepenourunderstandingofmetaphorasacognitivephenomenoninacross-culturalcontext.
ThethesisfirstpointsoutthesignificanceofthestudyonLIFEmetaphorsfromcognitiveperspectivesandintroducestheorganizationofthisthesis.Thentheresearchesoncognitivemetaphorathomeandabroadarebrieflyreviewed.Thethesisalsoprovidesageneralstatementofthetheoreticalframeworkofthethesis,inwhichconceptualmetaphor,theoreticalbackground,themainfeaturesofmetaphor,workingmechanisms,classificationofmetaphorandthebreakthroughofthetheoryarediscussedindetail.ThemainpartofthethesisinvestigatesthekeycognitivesystemsofLIFEmetaphorsinEnglishandChinesewithalargenumberofexamplespresented.Finally,thecomparativestudyonLIFEmetaphorsinthetwolanguagesiscarriedouttorevealthecognitiveuniversalityandculturalvariationsofmetaphors.
KEYWORDS:
metaphor,cognitiveapproach,mapping
TableofContents
Acknowledgement…………………………………………………………………..ⅰ
摘要…………………………………………………………………………………..ⅱ
Abstract……………………………………………………………………………...ⅲ
Chapter1Introduction………………………………………………………………1
1.1Motivationsandobjectives……………………………………...........................1
1.2Methodologyandcorpus………………………………………………………..2
1.3Theoverallorganizationofthethesis…………………………………………..3
Chapter2Abriefoverviewofmetaphorstudy…………………………………….4
2.1Definitionsofmetaphor………………………………………………………...4
2.2MetaphorstudyintheWest……………………………………………………..5
2.2.1Rhetoricalapproachtometaphor…………………………………..………5
2.2.2Semanticapproachtometaphor…………………………………………7
2.2.3Pragmaticapproachtometaphor………………………………………...8
2.2.4Cognitiveapproachtometaphor………………………………………...9
2.3MetaphorstudyinChina……………………………………………………10
Chapter3Thecognitiveapproachtometaphor…………………………………..13
3.1Thetheoreticalbackgroundofcognitiveapproach……………………………13
3.1.1Experientialism……………………………………………………………13
3.1.2ImageSchema…………………………………………………………….15
3.2Themainfeaturesofmetaphor………………………………….......................16
3.2.1Theubiquityofmetaphor…………………………………………………16
3.2.2Thesystematicityofmetaphor……………………………………………18
3.2.3Theconceptualnatureofmetaphor……………………………………….19
3.3Mappingsofmetaphor………………………………………………………...20
3.4Theclassificationofcognitivemetaphor……………………………………...21
3.4.1Structural,orientationalandontologicalmetaphor……………………….21
3.4.2Conventionalandnovelmetaphor………………………………………..22
3.5Breakthroughofthecognitiveapproach………………………………………23
Chapter4AstudyofLIFEmetaphorsinChineseandEnglishfromthecognitiveperspective……………………………………………………………….25
4.1LIFEISAJOURNEY…………………………………………………………25
4.1.1MappingsofLIFEISAJOURNEY………………………………………25
4.1.2ExpressionsofLIFEISAJOURNEY……………………………………27
4.2LIFEISAPLAY………………………………………………………………30
4.2.1MappingsofLIFEISAPLAY……………………………………………30
4.2.2ExpressionsofLIFEISAPLAY………………………………………….33
4.3LIFEISADAY/YEAR………………………………………………………35
4.3.1MappingsofLIFEISADAY/YEAR……………………………………35
4.3.2ExpressionsofLIFEISADAY/YEAR………………………………….36
4.3.3SomemetaphorsassociatedwithLIFEISADAY/YEAR………………37
4.4Abriefstudyofothermetaphors………………………………………………40
4.4.1LIFEISACONTEST/WAR……………………………………………..40
4.4.2LIFEISFLUIDINBODY………………………………………………..42
4.4.3LIFEISABOOK…………………………………………………………43
4.4.4LIFEISFOOD……………………………………………………………44
4.4.5LIFEISPOSSESSION…………………………………………………...45
4.4.6LIFEISADREAM……………………………………………………….46
4.4.7LIFEISART………………………………………………………….…..47
Chapter5AcomparativestudyofLIFEmetaphorsinChineseandEnglish……………………………………………………………………………….48
5.1Cognitiveuniversalityandculturalvariations…………………………………48
5.2AcomparativestudyofLIFEmetaphorsinChineseandEnglish……………..49
5.2.1SimilaritiesofLIFEmetaphorsinChineseandEnglish………………….49
5.2.2DifferencesofLIFEmetaphorsinChineseandEnglish………………….51
5.3Applicationsofthecomparativestudy……………………………………...56
Chapter6Conclusion……………………………………………….……................58
Bibliography………………………………………………………….......................62
ChapterOneIntroduction
1.1Motivationsandobjectives
Weusemetaphoratalltimesinourdailylife.Itmaybesafelyarguedthatthereisametaphorexistingineverythreesentencesinourdailyconversation.Importantasitis,metaphorhasattractedtheattentionofscholarsfromdifferentfieldsformorethan2000years.Inthetraditionalview,metaphorisregardedasamatteroflanguage,asasetofextraordinaryorfigurativelinguisticexpressionswhosemeaningisreducibletosomesetofliteralpropositions.Metaphoricalexpressionsareassumedtobemutuallyexclusivewiththerealmofordinaryeverydaylanguage(Lakoff,1993).Thepastdecadeswitnessthetransformationofmetaphorstudyfromaspecializedexplorationconcernofrhetoriciansandliterarycriticstoacurrentmultidisciplinaryexplorationinlinguistics,anthropology,philosophy,educationscience,etc.Themostpredominanttheoryemergingfromthistransformationisthecognitiveapproachtometaphor,thebeginningofwhichismarkedwiththepublicationofLakoffandJohnson’sbookMetaphorsWeLiveByin1980.Theystate:
“metaphorispervasiveineverydaylife,notjustinlanguagebutalsointhoughtandaction.Ourordinaryconceptualsystem,intermsofwhichweboththinkandact,isfundamentallymetaphoricalinnature(Lakoff&Johnson,1993:
29).”Asthecognitiveapproachtometaphorisrevolutionaryinmanyrespects,itwagesacampaignagainstthetraditionalunderstandingofmetaphor.
ThecognitiveapproachtometaphorismainlyconductedwithinthescopeofEnglishlanguageandculture,whichprovesthatthecognitivetheoryisworkableintheEnglishlanguage.Asaresult,thestudyfromtheperspectiveofotherlanguagesespeciallyfromChineseturnstobeofgreatvalueandnecessity.ComparedwithEnglish,Chinesefallsintoatotallydifferentlanguagesystem,andthereforethemetaphorstudyinChinesewillchallengetheuniversalityofthecognitivetheoryofmetaphorinasignificantlydifferentlanguageandculture.Infact,somescholarsinourcountryhavedonesomeremarkableworkinthisfield.Forexample,NingYu(1998)hasmadeathoroughresearchonChineseEMOTIONmetaphortoexaminewhetherthecontemporarytheoryofmetaphorisfeasibleinChineselanguage.LanChun(2003)hasalsoprobedintotheSPATIALmetaphorinChineseandEnglish.ButasfarastheLIFEmetaphorisconcerned,therehasn’tbeenmuchresearchinourcountry.Sincelifeisanimportanttopicwhichplaysanimportantroleinhumanlifeandisfamiliartoeveryindividual,thelackofLIFE
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