(全英文论文)以名词动用为例分析英语词汇学习中的隐喻
英语习语中的隐喻现象
摘要本论文围绕英语习语中的隐喻现象展开，先介绍了隐喻的概念和习语的概念，比如隐喻的含义，从古至今，就有不同的人，不同的学派对此做过研究。
至于隐喻和习语之间存在着怎么样的关系，许多学者也对此进行了研究。
本文例举了几位比较有名的学者的研究，比如Lakoff和Gibbs这两位学者。
本文的重点是介绍习语的隐喻特征，这部分是通过3个方面来论证的：本位隐喻，方位隐喻和结构隐喻。
这三方面有其不同的特点，主要是以例子来说明。
通过举例的方式可以让读者能更直接地了解英语习语中的隐喻现象。
关键词：习语；隐喻；派别ABSTRACTThis paper focuses on the metaphorical phenomenon in English idioms, firstly introducing the concepts of metaphor and idiom. Take the definition of metaphor for example, since the old times, many scholars of different schools have different ideas. In terms of relationship between metaphor and idiom, many scholars carried out their own studies. This paper cites the viewpoints of several famous scholars, like Laoff and Gibbs. This paper emphasizes the metaphorical features of idioms from the ontological metaphors, orientational metaphors and structural metaphors. These three kinds of metaphors have different characteristics, which are explained through examples. The way of citing examples enables the readers to get access to the metaphorical phenomenon in English idioms more directly.Keywords：idioms; metaphor; schoolsContents1. Introduction (4)2. The concept of idioms and metaphors (3)2.1The concept of metaphors (3)2.1.1The definition of metaphors (3)2.1.2The classification of metaphors (4)2.2The concept of idioms (4)2.2.1The definition of idioms (4)2.2.2The features of idioms (5)3.Research on the relationship between metaphors and idioms (6)3.1Lakoff's study (6)3.2The Gibbs's study (7)3.3 Other scholars’ study (8)4.Metaphorical features of idioms (8)4.1Ontological metaphors and idioms (8)4.1.1Personification (9)4.1.2 The container metaphor (9)4.1.3.A case study of ontological metaphor (11)4.2Orientational metaphors and idioms (11)4.2.1 The analysis of metaphoric meaning about UP-DOWN (12)4.2.2 The analysis of metaphoric meaning about FRONT-BACK (13)4.2.3 A case study: idioms denoting the concept of love (14)4.3 Structural metaphor and idioms (15)4.3.1 The internal systematicity (15)4.3.2 The external systematicity among the different structural metaphors (16)4.3.3 A case study (18)5. Conclusion (19)6.Acknowledgements (20)7.References (21)1．I ntroductionIn our study of English, we always come across metaphor, which is widely used in English sentences and can indicate vivid meanings. However, we don’t have a clear understanding of this rhetoric. Traditionally, metaphor is a figure in which one thing is compared to another by saying that one is the other. But according to cognitive linguistics, metaphor is defined as understanding one conceptual domain or cognitive domain in terms of another conceptual domain. The study of metaphor has attracted the attention of many scholars. In the West there have been many different approaches to the study of metaphor. In 1457, Aristotle studied metaphor as a transference of name, which was known as Aristotelian Approach.The traditional linguistic approach studies metaphor as a deviant phenomenon in language which produces either a false statement or an ungrammatical sentence. The pragmatic approach takes metaphor as a special speech act and metaphorical understanding asthe interplay between knowledge of the language system, knowledge of context, and background schematic knowledge about the world and the society, and the interaction approach understands metaphor as an interaction between two subject systems. Nietzsche, Shelly, Werner, Cassirer and Reddy all reflects on metaphor as cognitive phenomenon from the perspectives of philosophy, literary criticism, psychology, anthropology and linguistics respectively. The Knowledge and Language was writtenby Ankersmit in 1993,which briefly introduced the theories of metaphor, the research ways to metaphor. Kirsten Malmkjaer compared the constructive theory and replacement theory in The Linguistics Encyclopedia. In The Encyclopedia of Philosophy(1967), Beardsley introduced many kinds of metaphoric theories in particular. In China, the dominant approach over the centuries has been the rhetoricalapproach that studies metaphor as a figure of speech. Lan Chun once said “This approach pays a special attention to distinguishing metaphor from other figures of speech and to dividing metaphor into incessantly increasing sub-groups.” [8]49 Idioms are frequently used in our language, both in English and Chinese. Idioms are special kinds of phrases whose meaning can not be grasped from the superficial perspectives. According to the statistics, an adult uses more than 20 million idioms all over his life, which means 7000 idioms per week. It sounds unbelievable, but it is true. In this way, we may have a better understanding of the important status of idioms in the language. In 1994, the scholar Nunberg divided the idioms into three kinds: decomposable idioms, abnormal decomposable idioms and nondecomposable idioms. In The Comprehensive of Idioms, Cacciari and Tabossi divided the idioms into transparent idioms, opaque idioms according to the degree of transparency. However, in the eyes of Fernando, idioms are composed of pure idioms, semi-idioms and literal idioms. In the understanding of mechanism of idioms, two explanations have been brought up: compositional view and noncompositional view. On the basis of noncompositional view, in 1973, Bobrow and Bell put forward Idiom List Hypothesis, which means the literal meaning of idioms exists prior to the rhetoric meaning. However, Swinney and Cutler were against it, so Lexical Representation Hypothesis came up.On the other hand, on the basis of compositional view, Gibbs and Nayak put forward Idiom Decomposition Hypothesis in cognitive psychology. In China, Zhang Peiji studied the construction and meaning of idioms. In 1998,Chen Daoming issued an article in Foreign Language, talking about the development of understanding idioms. Also, there are many other scholars who contribute to the research of idiom in China, like Hua Xianfa, Lin Weiyan, etc.This study, based on the previous studies, is expected to make clear the definition of idiom and metaphor from different perspectives, what is more, the relationship between them is also the focus of the study.The use of idioms can achieve better communicative effects and are conceived to be a sign of language proficiency. This study has theoretical significance, and it may confirm the learnability of idioms through conceptual metaphor approach. In the process of learning idioms, people can not only remember and imitate, but also get access to its deep constructions, especially the metaphorical significance of the English idioms.2. The concept of idioms and metaphors2.1 The concept of metaphors2.1.1The definition of metaphorsWhen we refer to the study of metaphor, there have been many different approaches in the western countries. Aristotelian approach studies metaphor as a transference of names; the traditional linguistic approach studies metaphor as a deviant phenomenon in language which produces either a false statement or an ungrammatical sentence; the pragmatic approach takes metaphor as a special speech act and metaphorical understanding as the interplay between knowledge of the language system, knowledge of the context, and background schematic knowledge about the world and the society. In the traditional way, we always regard metaphor as a figure of speech, in which one thing is compared to another by saying that one is another. For example, He is a tiger“He”in the sentence is the target, which is the described element while“tiger”is called source, which is the describing elem ent. According to Lan Chun, this approach pays special attention to distinguishing metaphor from other figures of speech and to dividing metaphor into incessantly increasing sub-groups. [8]111The interactionist approach begins to recognize the cognitive value of metaphor, thus paving the way for the emergence of the cognitive theory. The cognitive view of metaphor can provide new insights into how certain linguistic phenomena work. It can also shed new light on how metaphorical meaning emerges. The work which marks the establishment of the cognitive approach to metaphor is Lakoff ＆Johnson’s Metaphor We Live By: metaphor means metaphorical concept. The definition then isexplained in the way: Metaphor refers to understanding one conceptual domain in terms of another conceptual domain. It claims that metaphor is pervasive in everyday life, not just in language but in thought and action and our ordinary conceptual system in terms of the fact that what we both think and act is fundamentally metaphorical in nature. We often talk about life in terms of journey, about time in terms of money, about love also in terms of journey and many others. The concept of JOURNEY(the source domain) is usually used to talk about the concept of LOVE(the target domain).The reason why concept A can be understood in terms of concept B is that there is a set of systematic correspondences between the source and target domain, in the sense that constituent conceptual elements of B correspond to those of A.2.1.2The classification of metaphorsAccording to the view of Lakeoff＆Johnson, metaphor can be divided into three types:(1) Structural metaphor is known as one concept metaphorically structured in terms of another. In structural metaphors, the source domain provides a relatively rich knowledge structure for the target concept. The cognitive function of these metaphors is to enable speakers to understand target A by means of the structure of source B. For example: ARGUMENT IS WAR, in this metaphor, the target domain ARGUMENT is structured in terms of a more familiar domain WAR.(2) Orientational metaphor does not structure one concept in terms of another but instead organize a whole system of concepts with respect to one another, as they are related to spatial orientation. It concerns about up-down, in-out, on-off, deep-shallow and so on. For example, HAPPY IS UP,SAD IS DOWN.(3) Ontological metaphor is described as a way of viewing events, activities, emotions, ideas as entities and substances. That is to say, our experience of physical objects and substances provide a basis for an extraordinary wide variety of ontological metaphors. For example, THE MIND IS AN ENTITY, the ENTITY refers to something concrete.2.2 The concept of idioms2.2.1The definition of idiomsNo one can give a noncontroversial answer to the question of what idiom is .That is to say, there is no clear-cut definition for the term “idiom” . The traditional view holds that idioms are semantically arbitrary. What is common in the traditional view is that idioms are essentially noncompositional and their meanings are unanalyzable and arbitrary. While the cognitive linguistics provides us a new perspective on idioms. It argues that the parts of an idiom have their individual meanings, and the relationship between the meanings of the parts and the meaning of the idiom is compositional, that is , idioms are regarded to be analyzable semantically.Different dictionaries give the different definitions about it and many linguists hold different opinions.A group of words established by usage as having a meaning not deducible from those of the individual words.(New Oxford Dictionary of English)A special kind of phrase. It is a group of words which have a different meaning when used together from the one it would have if the meaning of each word were taken individually.(Collins Cobuild Dictionary of Idioms)A phrase whose meaning is different from the meaning of each word considered separately. These phrases have a fixed form―they usually cannot be changed―and they are often informal, but they can also be slang, rude slang, or even slightly formal. Many idioms are used in spoken English, but they also appear in newspapers and magazines, in books, and even in academic writing.(Cambridge Dictionary of American idioms)An idiom is an expression which functions as a single unit and whose meaning can not be worked out from its separate parts.(Longman Dictionary of Applied Linguistic)……There are broad sense and narrow sense in defining idioms. In its broad sense, idioms in English refer to set phrases, colloquialism, proverbs and slang expressions. In its narrow sense, idioms in English refer to some special fixed phrases. But not all fixed phrases are idioms. For example, close your eyes is a common fixed phrase, but it is not an idiom because each word in it is used in its standard meaning. Keep yourshirt on, however, is an idiom, because the phrase does not mean not taking off your shirt, but means staying calm.In my thesis, I will focus mainly on the narrow sense of idiom.2.2.2The features of idiomsNow, we have discussed the definition of idioms, we have known there exist different views, as different schools or linguists define idioms from different perspectives. Some may describe it from the semantic perspective, claiming the meaning of idioms are analyzable, however, some point out the semantic properties are the most important to idioms. So, here, it is necessary for us to discuss the semantic characteristics of idioms.According to the view of Luo Shiping, there are five semantic characteristics of English idioms: [19]90(1) The meaning of an idiom is a single unit. That is to say, an idiom must be learned as a whole. Its overall meaning is not a simple combination of each component’s meaning. For example“let the cat out of the bag”means to tell somebody secret information, which seems to have nothing to do with“cat”and“dog” .(2) Most idioms have both literal meaning and figurative meaning, and they are different. For example“bread and butter”refers to two kinds of food literally, while figuratively, the idiom means something that people need in order to live, such as money and jobs.(3) The literal meaning of some idioms are apparently against thinking logic or life logic, such as“eat one’s head off”.(4) New idiomatic meanings can not be obtained by analogy or inference. Take“under the weather”for example, it is incorrect to coin a phrase“above the weather”to mean to feel well, for the phrase means to feel uncomfortable.(5) Figurativeness is an obvious feature of the idiomatic meaning as well as a significant figure of speech employed in idioms. In this sense, they include simile idioms such as“as blind as a bat”,“feel like a fish out of water”and metaphorical idioms ,such as“an old flame”,“carry a torch”.3. Research on the relationship between metaphors and idiomsIn the previous sections, this thesis has discussed the definition of metaphor and idiom from various perspectives. However, they are not independent of each other. The next part is to clarify the relationship between metaphor and idiom, which enables the readers to understand, firstly, what is the relationship between metaphor and idiom, secondly, to what extent the research on the relationship between metaphor and idiom has reached. The thesis elucidates this part by citing the researches made by two important linguists.3.1 Lakoff’s studyIn L akoff’s book Metaphor We Live By, a large amount of idioms were frequently taken as examples of conventional metaphors, implying the facilitating role of conceptual metaphor in the comprehension of idioms. According to the view of Lakoff, the link between conceptual metaphors and idioms was established with the proposition of the conceptual metaphor theory, language is metaphorically structured, idioms, as a constitutive part of language, are supposed to be metaphorically structured. Lakoff criticized the traditional view that the meaning of idioms are arbitrarily formed, and stated“when idioms have been associated with conventional images, it is common for an independently-motivated conceptual metaphor to mapthat knowledge from the source to the target domain.” [16]Lakoff’s analysis also shows conceptual metaphor is helpful in distinguishing idioms similar in meaning. For example,“crack up”and“break down”,both are used to describe people’s psychological state, but it is still confusing to distinguish. “C rack up”is governed by the metaphor THE MIND IS A MACHINE, as if the mind has an on-off state. That is to say, when a machine breaks down, it simply ceases to function. If someone is unable to function for psychological reasons, we would like to say“crack up”,while“break down”is governed by the metaphor THE MIND IS A BRITTLE OBJECT, that is to say, when a brittle object shatters, it flies into pieces that may cause dangerous consequences, such as hurting people around. When someone goes crazy, wild and violent, he or she may hurt somebody else, then we would like to say“break down”.3.2 Gibbs’ studyGibbs’research contributes greatly to the psychological studies on idiom comprehension and offers us valuable inspiration for the study of idioms. Gibbs’ view is similar to Lakoff’s. His research proves that idioms are not dead metaphors and they have more complex meanings that are motivated by conceptual metaphors linking the idiomatic phrases to their figurative interpretations; the meanings of idioms are not arbitrary but motivatedly people’s tacit knowledge of conceptual metaphors as suggested by Lakoff. Gibbs has carried out a series of experiments, the feature of which is the use of mental imagery. The subjects were asked to form and describe their mental images for different idiomatic expressions and then they were asked a series of detailed questions about their images regarding the causes and effects of different events within their images. The result showed that the participants demonstrated great consistency in their responses to the questions for the idioms with similar figurative meanings despite the differences in their surface forms.3.3 Other scholars’ studyLakoff and Gibbs have made great contribution to the studies on the relationship between metaphors and idioms. Also based on Lakoff’s study, Kovecses and Szabo summed up the conceptual metaphors on FIRE, which contributes to the construction and comprehension of the idioms related to fire. These conceptual metaphor serveas a bridge linking two independent domains, a domain of fire and a domain of an abstract concept.ANGER IS FIREHe was spitting fire.LOVE IS FIREThe fire between them finally went out.IMAGINATION IS FIREThe painting set fire to the composer’s imagination.CONFLICT IS FIREThe killing sparked off riots.ENERGY IS FUEL OF FIREHe was burning the candle at both ends.4. Metaphorical features of idioms4.1 Ontological metaphors and idiomsOntological metaphor is one of the three types of metaphors, and is usually described as “ways of viewing events, activities, ideas, emotions, etc, as entities and substances”. [16]As long as we are able to identify our experiences as identities or substances, then we can refer to them, categorize them, group them, and quantify them, and, by this means, reason about them. The most important characteristics of ontological metaphor is to view abstract things as concrete things. For example:(1)we need to combat inflation (2)That was a beautiful catch. In (1), the abstract noun inflation is regarded as concrete person. In (2), the act of catch is regarded as a concrete thing. The following are the most obvious types of ontological metaphors.4.1.1 PersonificationThe most obvious ontological metaphors are those where the physical object is further specified as being a person. Personification is considered to belong to ontological metaphors.First, let's look at the two examples.A: Life has cheated me.B: Anger has pinned us to the wall.If we look closer to the above two sentences, we are able to find out that both of the two sentences enable us to see nonhuman as human. It allows us to understand a wide variety of experiences with nonhuman entities in terms of human motivation, characteristics and activities. The most obvious ontological metaphor are those where the physical object is further specified as being a person. In the second sentence, anger is personified. It gives us a vivid picture about how anger acts. In this sentence, anger seems to hurt us, attack us and kill us. So we can understand that personification is a general category that covers a wide range of metaphors, which allows us to make sense of phenomena in the world in human terms. This kind of sentences are: Disease finally caught up with him; His religion tells him that he cannot eat pork; Inflation has given birth to a money-minded generation.4.1.2 The container metaphorThe container metaphors are the other representation of ontological metaphors. As we know, rooms and houses can be considered to be containers as they have boundaries, moving from room to room or house to house is moving from one container to another, that is, which is also true to our physical beings. Each of us is a container, with a bounded surface and in-out orientation. A clearing in the woods is seen as having a boundary surface, and we can view ourselves as being in the clearing or out of the clearing, in the woods or out of woods. There are different kinds of boundaries: concrete or abstract; definite or indefinite, surface, line or point.1) The boundary of the tenor is a surface.a. The boundary is clear and concrete.This kind of tenor, which can be understood as the target in a sentence, is concrete, such as the human body, which we can actually see with our eyes. Let's look at the following examples:(1)I was filled with anger.(2)He poured out his hatred on us.(3)She is a warm and caring person inside.The human body can be regarded as a container, so can every part of human body:(1) Her eyes filled with tears.(2) My stomach is empty.(3) Your head is full of good ideas.b. The boundary is obscure or abstract.In this way, the boundary of the tenor is generally unseen or untouchable, such as water, light and air; a type of society or culture; the ideas or feeling of a human. There are some phrases in English, such as "in the air", "jump into water" and "read in the sun".(1) He was lost in thoughts.(2) He fell into depression.(3) I didn't t ake this responsibility into account.2) The boundary of tenor is a line.Some objects with plane structure can also be mapped onto containers, for they also have boundaries which are made of lines.(1) There is a lot of land in Kansas.(2) What can you see in this picture?(3) The boundary of tenor is two points.The concept of container is pervasive. It can be mapped into a three-dimensional space, two-dimensional plane and even one-dimensional line. The concept of one-dimensional is mostly seen in the concept of time, for the time is durable and going to the future constantly. The time can be viewed as container because time has the boundary, that is ,the beginning and ending. The beginning and ending are definite in special times.(1) He is trapped in his past.(2) He did it in three minutes.4.1.3. A case study of ontological metaphorBoth Lakoff and Johnson paid attention to the role of the body in Linguistic expressions and maintained that these expressions reflect and influence our thought in many ways. A group of English idioms containing "finger" contribute to different meanings, and the finger in English is frequently conceptualized as the actual "doer of thing". If one is doing something or participates in something, one's fingers must be "IN" the matter, or one's fingers should function and make contact with the matter:(1) get one' s finger into something(participate in something)(2) have a finger in something(take part in something)(3) get one's finger burnt(suffer after a foolish act or mistake)(4) work one' s finger to the bone(work very hard)(5) cross one's finger(wish for good luck or success)(6) twist somebody around one's finger(persuade somebody without difficulty; dominant somebody completely)(7) get one's fingers out(begin work in earnest; hurry up)Ontological metaphor deals with the physical experience in the objective world. We have mentioned above that ontological metaphors allow us to “view events, activities, emotions, etc as entities and substances. In (1), we can view get one’s finger into something as an activity, what can be figured out is more than that. Just as the idiom conveys “if one is doing something or participates in something, one's fingers must be "IN" the matter, or one's fingers should function and make contact with the matter”.4.2 Orientational metaphors and idiomsAccording to Lakoff and Johnson, orientational metaphors give the concept of a spatial orientation by "mapping a spatial structure onto a non-spatial concept". Most of them have to do with spatial orientation:up-down,in-out,front-back,on-off,deep-shallow,central-peripherical.These spatial directions arise from the fact that we have bodies of the sort we have and that they function as they do in our physical environment. Metaphorical orientation is not arbitrary. They have a basis in our physical and cultural experiences. This section will focus on the directions of up-down and front-back.4.2.1 The analysis of metaphoric meanings about UP-DOWNIn English we usually use up, above, over, and the verb rise, climb to denote the concept of UP. The adjectives are upper, high, superior, etc. On the other hand, the prepositions denoting the concept DOWN are down, under or below; the verbs are drop, sink, fall, etc.1) More is up; Less is down .If you add more of a substance or of physical objects to a container or pile, the level goes up―Lakoff [16](1) If you are too hot, turn the heat down.(2) Now he has realized that he's already up to his ears in debt.2) Good is up; Bad is down .Happiness, health, life, and control―the things that principally characterize what is good for a person―are all up―Lakoff[16](1) We hit a peak last year, but it's been downhill ever since.(2) Things are looking up.(3) High status is up;Low status is down.Status correlated with social power and physical power is up.―Lakoff[16](1) He's climbing the ladder.(2) He has a lofty position.(3) They work under a kind leader.(4) Having control or force is up; Being subject to control or force downPhysical size typically correlates with physical strength, and the victor in a fight is typically on top.―Lakoff [16](1)I am on top of the situation.(2)He is low man on the totem pole.(3)The director presides over the meeting.5)The metaphors about time in English are expressed by up and down.Normally our eyes look in the direction in which we typically move(ahead, forward).As an object approaches a person(or the person approaches the object),the object appears larger. Since the ground is perceived as being fixed, the top of the object appears to be moving upward in the person's field of vision.―Lakoff [16](1) What's up?(2) I'm afraid of what's up ahead of us.But there are exceptions in English. TOWARD A LATER or TIME IS DOWN is also seen in English. For example, this story was handed down to him by his father.4.2.2 The analysis of metaphoric meaning about FRONT-BACKThe words and expressions denoting the concept of "FRONT-BACK" are frontand back, before and after, in front of and behind, forward and backward, etc…1) THE OPEN IS FRONT and THE HIDDEN IS BACKAccording to the normal condition, the front persons in a line are easier to be seen and the back persons are blocked and not easier to be seen.-----Lakoff(1) He is behind the plan.(2) The case is now before the judge.2) THE IMPORTANT IS FRONT and THE LESS IMPORTANT IS BACKThe important person is always in the front of a line and the important thing is firstly dealt with.----Lakoff(1)I think quality must come before quality.(2)The prince is before his brother in the line of succession.3)THE DEVELOPED IS FRONT and THE LESS DEVELOPED IS BACKThe fast runners will be in the front and the slow runners will be in the back.----Lakoff(1) The child was backward in learning to walk.(2) You company is ahead in developing the new technology.4) The concept of FRONT-BACK is complex in denoting time. When the observer is standing at the road of time, the conceptual metaphor is:a. THE FUTURE IS BACK and THE PAST IS FRONTwhile the observer is marching facing the future, the conceptual metaphor is:b. THE FUTURE IS FRONT and THE PAST IS BACKAs for (a) let's look at the examples:(1) The plane was behind schedule.(2) Let's move the appointment forward from Friday to Thursday.The above metaphor views time as a road with different points and judges from the perspective of the road, thus the past is in front and the future is at the back.As for (b) Let's look at the examples:(1)I am looking forward to seeing you again.(2)He looked backwards forty years.4.2.3 A case study: idioms denoting the concept of love(1) LOVE IS A JOURNEY。
名词动用过程中的隐喻思维
2000年9月第32卷第5期外语教学与研究(外国语文双月刊)Foreign Language T eaching and Research(bimonthly)Sept.2000Vol.32No.5名词动用过程中的隐喻思维湖南大学刘正光提要:本文考察了名词转换成动词使用过程中的隐喻思维特征,揭示了词义扩展的心理基础和语义特征,有助于培养和提高学生更好地理解词汇意义生成与引伸规律的能力,对语言教学有现实意义。
关键词:名转动、隐喻思维[中图分类号]H042[文献标识码]A[文章编号]1000_0429(2000)05_0335_511引言关于名词转换成动词使用,许多学者对此作过深入研究(Quirk1985;汪榕培1997;陆国强1981;张韵斐1987等)。
他们主要从词汇学和语法学角度论述了名词转换成动词使用时的语义问题等。
汪在Quirk的基础上介绍了英语七种语义类型的转换,其中特别指出第五种to be/act as N w ith respect to/表示名词所指的人或动物的典型动作,来自人称名词和动物名词,有很强的隐喻意义0。
汪注意到了该类转换中的隐喻性思维过程。
张韵斐从表达的角度指出,因为动词的数量大大少于名词(名词占总量的73.6%,而动词只占8.6%)。
名词转换成动词主要是填补动词表达的空缺。
他注意到了这种现象,但没有从理论上作深入探讨。
隐喻的功能之一是填补词项空缺,给新概念、新经验、新物体贴标签或命名。
在此,我们找到了词性功能转换中隐喻思维的理据)))隐喻过程和转换过程在填补词项空缺所具的相似功能上叠合起来了。
Goatly(1997:93)指出了N y V过程中的隐喻特征,/在词典中的整个的转换词条集(set)中,有一些次集的意义必定涉及隐喻。
它们包括名源动词(denominal verbs,verbs from nouns)0。
他还同时指出(1997:92)94),/转换本身就为词义的隐喻转换铺平了道路0。
浅析隐喻在英语词汇教学中的应用
浅析隐喻在英语词汇教学中的应用隐喻，在英语学习中起着至关重要的作用，它不仅能够使我们更好地理解英语单词的意义，更能够提高我们的语言学习能力。
本文将从以下几个方面分析隐喻在英语词汇教学中的应用。
隐喻的概念以及在英语中的应用在英语中，隐喻是非常常见的。
隐喻是一种由两个词组成的言语结构，其中一个词用来描述另一个词，这样做是为了表达一种思想或一个概念。
它是用一个与原本的词语或句子没有直接关联的事物来表达所要表达的意思。
举个例子，当我们说“他是一头猪”时，我们并不是真的说他是猪，而是说他特别贪吃，并将这个特点与猪联系在一起。
这就是隐喻的一种应用形式，它可以使我们更加形象地理解单词或词组的含义。
隐喻在英语词汇教学中的作用隐喻在英语词汇教学中发挥着非常重要的作用。
通过隐喻，我们可以更好地理解英语单词和词组的真正含义。
同时，隐喻也可以帮助我们更好地记忆和掌握这些单词和词组。
隐喻还可以帮助我们更好地理解英语中一些抽象的概念。
例如，当我们要讲述“爱情”这个词时，可以使用隐喻比如“爱情是一束花”或“爱情是一条河流”，来更好地形象地表达它的含义。
隐喻在英语词汇教学中的具体应用在英语词汇教学中，可以使用隐喻来帮助学生更好地理解各种单词和词组的含义。
下面是一些具体的应用方法：1.讲解单词含义时，可以使用隐喻来帮助学生更好地理解该单词的含义，比如“success是一座山峰，你必须攀登它才能达到成功”。
2.在帮助学生记忆单词时，可以使用隐喻来帮助学生更好地记忆单词的拼写和含义，例如“I饿了（I’m hungry）”可以使用“I只有一口呀”来表示只有一口饭的意思。
3.在讲述某个主题时，可以使用隐喻来帮助学生更好地理解这个主题，例如“友情是一朵花”、“健康是一叶树叶”。
隐喻对英语学习的帮助隐喻在英语学习中发挥着非常重要的作用。
通过隐喻，我们可以更好地理解英语单词和词组的真正含义，并帮助我们更好地记忆和掌握这些单词和词组。
同时，隐喻也可以帮助我们更好地理解英语中一些抽象的概念。
英语隐喻的理解
英语隐喻的理解摘要隐喻是一种常见的语言表达形式，是一种人们熟知的生动语体。
但由于隐喻的意义取决于词汇的创造性运用，且有赖于一定的想象力和具体的语境，这给准确理解英语隐喻句子造成了一定的困难。
对英语隐喻的理解及其教学作了探讨，希望对学习者和教师起到借鉴作用。
关键词隐喻理解想象力词汇运用隐喻（metaphor）是一种神奇的语言现象。
作者用其魔幻般的文笔把一事物的形状、性质、特点和内涵转嫁于另一事物之上，触动读者的心弦，在读者身上产生意想不到的效果。
因为隐喻研究可以帮助人们进一步揭示“知识的获取和交流”以及语言知识的本质和局限，所以长期以来语言学和哲学家对隐喻怀有浓厚的兴趣。
事实上，隐喻是极其难以理解的，其中涉及到词汇的创造性运用，还要求读者具备较宽的知识和较丰富的经历，对客观世界的各种现象作细致的观察和思考。
1 隐喻的意义取决词汇的运用在隐喻中，词汇可以用来抬高和贬低、祈祷和宣传、描写和规定。
不同的词汇运用反映了作者不同的用意，也表达了各种话语的不同意义。
隐喻中的词汇运用，其目的在于使人们去注意那些具有非命题性质的各种事物或现象，给人以想象、回味的空间。
比如“Ideas are food”这一隐喻通过“food”来理解“ideas”，其作者向我们展示了“ ideas”的丰富内涵。
如果想知道“food”和“ ideas”之间有哪些相似之处，恐怕谁也拿不出一套完整的答案，我们可以至少作如下几种诠释：(1)Ideas can be digested.(2)Ideas can be swallowed or devo－ured(3)Ideas can be nourishing.(4) I can leave a good or bad taste in our mouths.(5) Ideas can offer us some food for thought.(6) Ideas can be spoon-fed.词汇的运用有拙劣和高明之分。
英语论文：英美文学作品中隐喻的翻译手法探析
英语论文：英美文学作品中隐喻的翻译手法探析摘要：隐喻的表现手法在英美文学中运用得非常广泛,隐喻也是一种思维方式和认知手段,本文对英美文学中隐喻词的翻译分析涉及到隐喻的理论概念等,对英美文学作品实例的运用进行了深入的探讨,进一步深化我们对于隐喻的认识,同时介绍了隐喻的三种翻译方法。
关键词：英美文学; 隐喻词; 翻译分析;隐喻是英美文文学中使用非常广泛的一种表现手法,能够让语言变得更加生动形象,而在翻译中,如何将隐喻翻译出来是我们研究的热点。
国内有关隐喻的研究主要是对于英汉成语或谚语中的习用性比喻的喻体进行比较,并分析了如何进行隐喻的翻译,能够准确地表达其中的含义。
目前国内有关隐喻的研究范围较窄,仅仅是针对诗学、修辞用语的隐喻翻译。
本文的研究扩大了研究范围,将对英美文学作品中隐喻的普遍运用进行了探讨和说明,通过实例分析提出了三种隐喻翻译的方法。
一、隐喻的定义及其特点隐喻作为一种修辞手法,能够是语言文字更加生动活泼,提升语言文字的魅力。
《朗文当代高级词典》对隐喻的定义是:“将一物比喻为具有相似品质的另一物,如她阳光般的微笑。
”《现代汉语词典》对隐喻的解释是:“隐喻是把某事物比拟成和它有相似关系的另一事物。
”虽然两种定义说法上有所区别,但是意思还是相近的,总的来说就是隐喻表现手法需要源域和目标域,源域和目标域之间需要有一定的相似之处或者有一定的联系,不能够毫无关系,将源域映射到目标域上,让人们能够通过目标域对源域有更加新颖和深刻的认识。
隐喻又称为暗喻,通过英文like和as表现出来的叫做明喻,而隐喻则是一种隐藏式的比喻,隐喻更加隐晦,难以琢磨,理解起来有一定的难度,但是会给文章增添更加丰富的色彩。
隐喻的表达方式是通过目标域的特征来反映出源域的各种特征或者本质。
隐喻的使用通常是通过动词或者名词、形容词等,在欧美文学作品中的具体表现形式也不外乎这几种,隐喻具有多样化的特点,更加委婉含蓄。
二、英美文学作品中隐喻的翻译手法隐喻这种表现手法深得创作者的喜爱,在古今中外很多文学作品中都能看到隐喻的身影。
隐喻思维在大学英语词汇教学中的应用
隐喻思维在大学英语词汇教学中的应用作者：徐天舒来源：《西部论丛》2018年第10期摘要：隐喻不仅是一种修辞手段，而且是一种思维方式。
单词的多个释义是基于隐喻思维的关联性而产生的。
针对大学英语词汇教学，把隐喻思维运用到英语词汇教学中，以便更有效地培养和提高学生的隐喻能力，从而提升词汇学习的效率。
关键词：隐喻隐喻思维词汇教学一、隐喻思维方式的提出自20世纪70年代，西方一些哲学家和语言学家开始以全新的视角来研究“隐喻”，其中美国语言学家Lakoff和英国哲学家Johnson最具代表性。
他们在《我们赖以生存的隐喻》（Metaphor We Live By）中明确提出“概念隐喻”（conceptual metaph）的理论。
“概念隐喻”理论是把隐喻看作是一种认知思维模式，即用人们所熟悉的事物或现象来表达抽象的、难定义的事物或概念的一种思维方式。
例如“说曹操，曹操到” 就是隐喻思维的一个典型例证。
“When in Rome，do as the Romans do”，“一寸光阴一寸金”，“Time is money.”等等。
这些都是人们在日常生活中无意识地使用隐喻思维进行思考的结果。
二、隐喻思维的特征隐喻思维具有极强的普遍性。
比如，“Don’t put all your eggs in one basket”“It rains cats and dogs”“All roads lead to Rome” 等等。
汉语中的很多的诗句或成语中也随处可见隐喻思维，比如，“叶公好龙”“明修栈道，暗度陈仓”，“山重水复疑无路。
柳暗花明又一村”等等。
外语教师在课前准备过程中，认真发现和及时总结英汉语言中不同的隐喻模式，才能更加有效地开展课堂教学。
隐喻思维还具有极强的关联性。
可以使很多看起来毫无关联的事物之间体现出共同特征。
“feather one’own nest” ，直译“小鸟利用其他鸟儿的羽毛来修缮自己的巢穴“，通过隐喻思维，人们将二者联系在一起，生动形象地描绘出有些人不考虑他人、只顾自己利益的特质。
隐喻在大学英语一词多义教学中的应用
隐喻在大学英语一词多义教学中的应用【摘要】隐喻在大学英语一词多义教学中的应用是一个备受关注的话题。
本文通过介绍隐喻的概念和特点，探讨了隐喻在大学英语教学中的重要作用。
结合实际案例分析了隐喻在一词多义教学中的应用，以及教学中的策略和效果评价。
通过对隐喻的理解和运用，可以有效提高学生的英语学习效果。
在强调了隐喻在大学英语教学中的重要性，并展望了未来的研究方向。
隐喻在大学英语一词多义教学中的应用具有重要意义，有望为提升教学质量和学生学习效果做出贡献。
【关键词】关键词：隐喻、大学英语教学、一词多义、应用案例、策略、效果评价、重要性、研究展望、总结1. 引言1.1 背景介绍隐喻在大学英语一词多义教学中的应用背景介绍：当前，国内外的教育研究正日益关注隐喻在大学英语一词多义教学中的应用，以提高学生对英语词汇多义性的理解和应用能力。
对隐喻在大学英语教学中的应用进行深入研究，探讨其在一词多义教学中的作用和实际应用案例，对于促进学生的语言学习和提高教学效果具有重要意义。
本文将从隐喻的概念和特点入手，探讨隐喻在大学英语教学中的作用，分析隐喻在一词多义教学中的应用案例，总结隐喻在教学中的策略，评价隐喻教学的效果，为提升大学英语教学质量提供借鉴和参考。
1.2 研究目的研究目的是探讨隐喻在大学英语一词多义教学中的应用，通过分析隐喻的概念和特点，探讨其在大学英语教学中的作用。
通过案例分析和教学策略的探讨，深入探讨隐喻在一词多义教学中的实际应用和实效评价。
通过本研究的深入探讨，旨在揭示隐喻在大学英语教学中的重要性，为未来教学实践提供重要的参考和借鉴。
通过对隐喻在一词多义教学中的应用进行深入探讨，旨在提高学生的语言理解能力和表达能力，为其未来的学习和工作提供坚实的语言基础。
通过本研究的开展，旨在促进大学英语教学的创新和发展，为教育教学改革做出积极贡献。
1.3 意义和价值在大学英语一词多义教学中，隐喻的应用具有重要的意义和价值。
隐喻是一种富有创造性、形象生动的修辞手法，通过比喻和象征的方式来传递抽象概念，激发学生的联想能力和想象力。
隐喻与大学英语词汇教学论文
隐喻与大学英语词汇教学论文导言大学英语词汇教学一直是英语教育中的重中之重。
随着教育教学的变革，我们不再满足于单纯地教授单词的意思，而是要通过更多的方法来进行教学，使学生们更好地掌握英语词汇。
一个好的英语词汇教学方法需要不断探索和实践。
在这篇论文中，我们将从隐喻的角度来分析大学英语词汇教学，探讨隐喻对于英语词汇教学的积极影响。
隐喻的概念和分类所谓隐喻，是指用一个事物来比喻另一个事物的说法。
它是我们日常交流中最常见的修辞手法之一，通常由两个层次组成，即本喻和隐喻。
其中本喻是一个已知的事物，而隐喻则是通过本喻与所比喻的事物之间的共同点进行类比。
隐喻可以分为多种分类，例如概念隐喻、形象隐喻、语言隐喻等。
在本篇论文中，我们主要探讨隐喻在英语词汇教学中的应用。
隐喻在英语词汇教学中的应用隐喻与英语单词英语的单词与汉语的词语有很大的区别，因为英语单词通常有多种意思，而且同一个单词在不同的语境下可能会产生完全不同的意义。
因此，在教授单词的过程中，我们需要将隐喻技巧运用到实际教学中，帮助学生更好地理解和记忆单词的含义。
比如，在教授单词“dog”时，我们可以通过隐喻告诉学生“dog”不仅仅是指一种动物，而且可以用来比喻人的好朋友或忠诚的员工等。
这样一来，学生就可以从单词本身的意义出发，更好地理解和运用单词。
隐喻与单词短语单词短语是英语语言中非常重要的一部分，一个好的英语短语教学方法可以帮助学生更好地理解和使用英语。
在教授单词短语时，通过隐喻的方法可以更好地帮助学生实现对单词短语的理解和记忆。
例如，在教授“break the ice”这个短语时，我们可以用一个隐喻来解释其含义：就像冰块一样硬的场面，通过“break the ice”破冰来消除这种僵局。
隐喻与句子理解除了单词和短语，理解句子是学习英语的一个重要环节。
在英语句子中，隐喻的应用非常广泛。
一个好的句子隐喻可以帮助学生更好地理解句子的意义。
例如，当我们在教授句子“back to the drawing board”时，我们可以通过隐喻告诉学生，这句话意味着需要重新制定计划，就像画画一样，需要重新构思，改进和调整。
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公示语汉译英浅析
XX九中英语课堂中师生互动的调查英语教育
二元对立模型在伍尔夫达洛卫夫人中的应用
以名词动用为例分析英语词汇学习中的隐喻
英语虚化动词结构与简单动词结构的对比研究
汉语广告语中的性别歧视分析
中泰文化背景下的初中英语课堂管理对比研究
如何有效做好交替传译笔记
交际翻译理论在中国菜名翻译中的应用
非裔美国人的民族特性对嘻哈的影响
鲁滨逊漂流记中“星期五”的被殖民化研究
浅谈英语诗歌节奏
浅析长腿叔叔一书中茱蒂的成功
英语专业一年级大学生词汇学习策略调查
阿Q正传英译本的译者主体性研究--以Lyell的译作为例_英语论中英婚礼仪式用语反映的婚姻观念及习俗差异及其根源
社会语言学视角下的校园语码转换
品牌策略研究--论“维多利亚的秘密”的营销策略
英汉思维模式差异对英语写作的影响
黑人女性之歌—所罗门之歌中的黑人女性形象
英汉问候语在学前儿童教育上的影响
论英文歌词的汉译
农村中学英语课堂互动中存在的问题及对策—XX中学为例
中国公益广告的含蓄美--环保公益广告为例
创造有效的师生互动英语课堂策略
中英思维差异对翻译的影响
中国古诗春怨英译对比赏析
XX中学虚拟语气教学情况分析
英语形容词的翻译
解读罗伯特.弗罗斯特的修墙
探究傲慢与偏见中的反讽效果
从思维方式差异看英语复杂句汉译
我校英语写作教学过程中教师意见反馈对学生写作的影响浅析我国中小企业电子商务现状与对策
英语政治新闻中的委婉语及翻译
从教长的黑面纱看霍桑的象征主义
翻译中的反向思维---以英汉反译为例
浅析词汇衔接理论在商务合同中的功能
浅谈美国俚语的特征
英语习语的文化内涵及其交际运用
从女权主义的角度比较-傲慢与偏见简爱中女主人公
英汉天气词汇的隐喻用法
浅析进入黑夜的漫长旅程中的悲剧根源与神秘元素
棺材里开出的人性之花
中西饮食文化的差异
小议英语课外活动-激发农村中学初一学生学习兴趣的方法浅谈跨文化交际与英语教学
从语用学角度分析英语会话幽默的产生
英语并列形容词的翻译浅析
汉语“有+VP”句型使用中的性别及年龄差异
中国晚清以的教学方法的研究
傲慢与偏见标记性主位分析
珍妮的悲剧
中美媒体对光伏双反案的批判性话语分析
哈克贝利芬历险记—儿童心理的展现
从文化差异角度谈汉英数字习语的翻译
简爱--女权主义者
图式理论在初中英语阅读中的应用
外交辞令中模糊策略的应用
浅析中国地铁站名的英文翻译--以南京为例
从彼得潘看儿童世界
对呼啸山庄里所反映的人性的解读
傲慢与偏见中傲慢在哪,偏见在哪
野性的呼唤中巴克分析
分析亚瑟王和圆桌骑士中亚瑟王和骑士们
试从动物习语分析比较中英文化差异
功能对等理论概述及其在商标翻译中的应用
论“衔接与连贯”和阅读理解的作用
英语动物习语的文化内涵及翻译方法
对宗教节日名称的翻译研究
探讨某中学英语阅读教学的有效性
背诵课文在高中英语教学中的作用
论中西方餐桌礼仪差异
论翻译中风格的对等
英语拼读法在小学英语教学中的应用
礼貌策略在英语商务谈判中的运用
委婉语在中西商务谈判中的角色
菲茨杰拉德厌女症情结在夜色温柔中的体现
游戏法在小学英语词汇教学中的运用
从最蓝的眼睛看黑人女性对白人文化的两种态度论哈克贝利•费恩历险记中的自由主题
浅析英汉动物习语对比
浅析中美婚礼习俗差异
模因论视角下英汉商标翻译策略研究
春望英译中形式与内容的统一
对野性的呼唤中巴克的尼采式解读
以苔丝为主分析农村女性悲剧形象与情感
浅析百年孤独的环境宿命论
少数民族地区初中英语教师行为对学生英语成绩的影响
情感因素在二语习得的影响
政治新闻英语翻译的特点和策略
通过麦田里的守望者分析霍尔顿与中国90后性格特征
英汉亲属称谓语差异浅析
自我修正在英语本族语者的学术讨论中的使用研究
某市公共交通公示语英译的考量
合作学习策略在初中生英语口语教学中的运用
论如何用英语作精彩演讲
新闻英语的文体和词汇特征
影视字幕翻译的初步探索
死亡委婉语的起源与构词方法
分析英国侦探小说对现代英国社会发展
分析贵妇画像中伊莎贝尔•阿切尔的悲剧命运成因
英语广告的言外行为分析
中英称呼语的分类比较
从奥兰多看伍尔夫的双性同体观
注意力经济中的快速消费品广告语言特征
探索E.B.怀特的夏洛的网
浅析来自敌人天空中的风中不同文化背景中的两个人物
论美国黑人现代流行音乐及其影响
双字幕英语原声电影与中国英语教学
形成性评价在中学英语教学的应用探究
从话语权觉醒看紫色中女性主体意识觉醒
从文化视角看西方电影片名的翻译
汉英禁忌语的对比研究
故事教学在小学英语教学中的应用
浅析习语翻译中的中西文化差异及其应对策略
从电影生死朗读主角人物特征分析通往救赎的道路
初一学生英语学习过程中的语法错误分析—XX中学初一学生为例
李商隐无题诗一首的几种译本的比较研究
论喜福会中母女的文化身份危机
哈克贝利.费恩历险记中的黑人英语分析
论中学生阅读理解
老人与海中人与自然关系的思考
家庭教育中3-6岁儿童赏识教育的探讨
浅谈老人与海桑提亚哥性格特点
分析狄更斯小说远大前程人物的性格
对中国彩电的反倾销分析
英语电影片名的翻译
梁山伯与祝英台及罗密欧与朱丽叶之比较研究
表现主义手法在毛猿中的应用
从生态女性主义角度解读朱厄特的白苍鹭
可口可乐--跨国公司在华成功的本土化战略
商标英语的语言特点
浅析动物庄园中极权主义形成的必然性
影响中学生英语听力的因素
哥特文学和电影的特点及影响
英语专业学生对中外英语教师教学风格的看法研究论汤姆•索亚的成长
美国战争电影中生命的价值--以拯救大兵瑞恩为例从“不可靠叙述”探寻作品主题--献给艾米丽的玫瑰简析老友记中违反合作原则产生的幽默
论小妇人中乔的“假小子”形象
英汉语言中性别歧视现象的对比研究
用互文性视角解读英译红楼梦两译本
礼貌原则制约下英文商务信函的写作策略。