隐喻在大学英语教学中的应用.docx
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隐喻在大学英语教学中的应用.docx
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隐喻在大学英语教学中的应用
隐喻在大学英语教学中的应用
OnApplicationofMetaphorinCollegeEnglishTeaching
内容摘要
隐喻不仅是一种修辞现象,更是语言和思维的一种普遍现象.隐喻频繁出现在大学英语书本中,因此有必要探讨隐喻在英语教学中的作用。
本文从隐喻与英语学习的关系出发,探讨隐喻在英语教学中的应用,说明通过教授隐喻理论让大学英语学习者理解隐喻基本概念,掌握隐喻基本类型的用法,熟悉隐喻基本特点,能够对外语教学产生很大的启示作用,如隐喻与词汇教学,习语教学,语法教学,诗歌教学以及写作教学等。
因此,隐喻为外语教学开辟了新航线,为提高外语教学质量提供了新途径。
关键词:
隐喻;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
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