《隱喻能力的系統研究》致力於從系統功能語言學的立場出發對隱喻能力進行重新界定。在Halliday系統語法和功能語法基本假設的基礎上，筆者試圖從兩個層次來解釋隱喻及隱喻能力，即本源性（first—order）和非本源性（second．order）。本源性的隱喻能力反映了人們用目標語對世界進行概念化和分類的能力以及對目標語基本框架結構的掌握，而非本源性的隱喻能力則反映了人們使用不同語言形式對客觀世界和社會現實進行重新構建和重新概念化的能力以及相應產生的能構建連貫語篇的能力。隱喻能力在本質上是動態的（dynamic）、構建的（constructive），其原因在於語言的動態性、隱喻性以及隱喻構建中的隱喻化和非隱喻化過程。從本質上說，不僅本源性與非本源性隱喻能力本身是動態的、構建的，從本源性隱喻能力向非本源性隱喻能力的發展也是動態的、構建的。在探討了隱喻能力的重新界定和本質後，筆者採用了歷時的方法將其發展與兒童語言發展、人類語言進化兩個問題進行了類比。筆者認為，隱喻能力由本源性向非本源性的發展可以通過與兒童語言發展、人類語言進化過程類比得到一些啟示。
基本介紹
- 書名：隱喻能力的系統研究
- 出版社：蘇州大學出版社
- 頁數：235頁
- 開本：32
- 品牌：蘇州大學出版社
- 作者：胡琰
- 出版日期：2009年10月1日
- 語種：簡體中文
- ISBN：7811373734, 9787811373738
基本介紹,內容簡介,作者簡介,圖書目錄,文摘,後記,序言,
基本介紹
內容簡介
《隱喻能力的系統研究》由蘇州大學外國語學院“江蘇省重點學科建設經費”和“211工程建設經費”資助出版。
作者簡介
胡琰，江蘇蘇州人．2007年獲蘇州大學英語語言文學專業博士學位，主要研究方向為系統功能語言學、認知語言學，近年來在《解放軍外國語學院學報》等國核心心期刊上發表論文數篇。
圖書目錄
List of Tables
Chapter 1 Introduction
1.1 Metaphorical competence—a neglected dimension
1.2 Different approaches to the study of metaphorical competence
1.3 Why a systemic perspective on metaphorical competence now?
1.4 The general framework of the present book
Chapter 2 An Overview of the Researches on Metaphorical Competence
2.1 The proposition of metaphorical competence
2.1.1 Historical backgrounds
2.1.2 Gardner & Winner's research in metaphorical competence
2.2 Further researches on metaphorical competence
2.2.1 Non-constructivist approaches to metaphorical competence
2.2.2 Constructivist approaches to metaphorical competence
2.2.2.1 Danesi's metaphorical competence and conceptual fluency
2.2.2.2 Littlemore's metaphoric-competence and metaphorical intelligence
2.2.2.3 Cognitive linguists' views on metaphorical competence
2.2.2.4 Systemic functional linguists' approaches to metaphorical competence
2.3 Studies on metaphorical competence in China
2.3.1 Researches in the Chinese linguistic circle
2.3.2 Researches in the foreign languages circle
2.4 Relationship between metaphorical competence, linguistic competence and communicative competence
Chapter 3 Reconsidering Metaphorical CompetenceFrom a Systemic Perspective
3.1 Theoretical basis
3.2 Redefinition of metaphorical competence
3.2. 1 "Metaphor" in metaphorical competence
3.2.1.1 First-order metaphor
3.2.1.2 Second-order metaphor
3.2.2 Redefining metaphorical competence
3.3 The nature of metaphorical competence
3.3.1 Constructiveness
3.3.2 Dynamicness
3.4 A diachronic approach to metaphorical competence
3.5 Summary
Chapter 4 Aspects of Metaphorical Competence
4.1 Metaphorical competence and related factors
4.1.1 Metaphorical competence and thought
4.1.2 Metaphorical competence and context
4.1.3 Metaphorical competence and culture
4.1.4 Metaphorical competence and language pedagogy
4.1.4.1 Foreign language learning vs first language acquisition
4.1.4.2 Metaphorical competence in language pedagogy
4.2 Realizations of metaphorical competence
4.2.1 First-order metaphorical competence
4.2.2 Second-order metaphorical competence
Chapter 5 The Development of Metaphorical Competence in Foreign Language Learning——A Small-Scale Corpus Study
5.1 Research methodology
5.1.1 The proposition of research questions
5.1.2 The origin of the corpus
5.1.3 Data collection and analysis
5.2 Results and discussions
5.2.1 Differences between learners' display of their first-order and second-order metaphorical competence
5.2.2 The development of first-order metaphorical competence
5.2.3 The development of second-order metaphorical competence
5.3 Findings
Chapter 6 Implications for Foreign Language Pedagogy
6.1 Implications for sylabus designing
6.1.1 A critical evaluation of the present syllabuses in operation
6.1.2 A conceptual-cultural syllabus
6.1.2.1 Guiding principles of a conceptual-cuhural syllabus
6.1.2.2 Designing a conceptual-cultural syllabus
6.2 Further implications for foreign language pedagogy
6.2.1 Implications for teaching materials designing
6.2.2 Implications for foreign language teaching and learning
Chapter 7 Conclusions
7.1 Summary
7.2 Conclusions
7.3 Suggested areas for future researches Bibliography
Appendix Selected Compositions from the Corpus
Chapter 1 Introduction
1.1 Metaphorical competence—a neglected dimension
1.2 Different approaches to the study of metaphorical competence
1.3 Why a systemic perspective on metaphorical competence now?
1.4 The general framework of the present book
Chapter 2 An Overview of the Researches on Metaphorical Competence
2.1 The proposition of metaphorical competence
2.1.1 Historical backgrounds
2.1.2 Gardner & Winner's research in metaphorical competence
2.2 Further researches on metaphorical competence
2.2.1 Non-constructivist approaches to metaphorical competence
2.2.2 Constructivist approaches to metaphorical competence
2.2.2.1 Danesi's metaphorical competence and conceptual fluency
2.2.2.2 Littlemore's metaphoric-competence and metaphorical intelligence
2.2.2.3 Cognitive linguists' views on metaphorical competence
2.2.2.4 Systemic functional linguists' approaches to metaphorical competence
2.3 Studies on metaphorical competence in China
2.3.1 Researches in the Chinese linguistic circle
2.3.2 Researches in the foreign languages circle
2.4 Relationship between metaphorical competence, linguistic competence and communicative competence
Chapter 3 Reconsidering Metaphorical CompetenceFrom a Systemic Perspective
3.1 Theoretical basis
3.2 Redefinition of metaphorical competence
3.2. 1 "Metaphor" in metaphorical competence
3.2.1.1 First-order metaphor
3.2.1.2 Second-order metaphor
3.2.2 Redefining metaphorical competence
3.3 The nature of metaphorical competence
3.3.1 Constructiveness
3.3.2 Dynamicness
3.4 A diachronic approach to metaphorical competence
3.5 Summary
Chapter 4 Aspects of Metaphorical Competence
4.1 Metaphorical competence and related factors
4.1.1 Metaphorical competence and thought
4.1.2 Metaphorical competence and context
4.1.3 Metaphorical competence and culture
4.1.4 Metaphorical competence and language pedagogy
4.1.4.1 Foreign language learning vs first language acquisition
4.1.4.2 Metaphorical competence in language pedagogy
4.2 Realizations of metaphorical competence
4.2.1 First-order metaphorical competence
4.2.2 Second-order metaphorical competence
Chapter 5 The Development of Metaphorical Competence in Foreign Language Learning——A Small-Scale Corpus Study
5.1 Research methodology
5.1.1 The proposition of research questions
5.1.2 The origin of the corpus
5.1.3 Data collection and analysis
5.2 Results and discussions
5.2.1 Differences between learners' display of their first-order and second-order metaphorical competence
5.2.2 The development of first-order metaphorical competence
5.2.3 The development of second-order metaphorical competence
5.3 Findings
Chapter 6 Implications for Foreign Language Pedagogy
6.1 Implications for sylabus designing
6.1.1 A critical evaluation of the present syllabuses in operation
6.1.2 A conceptual-cultural syllabus
6.1.2.1 Guiding principles of a conceptual-cuhural syllabus
6.1.2.2 Designing a conceptual-cultural syllabus
6.2 Further implications for foreign language pedagogy
6.2.1 Implications for teaching materials designing
6.2.2 Implications for foreign language teaching and learning
Chapter 7 Conclusions
7.1 Summary
7.2 Conclusions
7.3 Suggested areas for future researches Bibliography
Appendix Selected Compositions from the Corpus
文摘
2.1The proposition of metaphorical competence
2.1.1Historical backgrounds
No technical term or concept in linguistics as well as in any otherscience is born out of nothing. The notion of metaphorical competencewas first put forward by Gardner and Winner in 1979, as pointed outin Chapter 1, and it has its roots in Chomsky's linguistic competenceand Hymes'communicativecompetence. Therefore, abriefintroduction to linguistic competence and communicative competenceshould be made in order to have a clear idea of the historicalbackgrounds of metaphorical competenee's proposition.
Chomsky,advocator of transformational generative grammar,makes the distinction between linguistic competence and linguisticperformance in the mid-20th century.He labels human beings'built-in language mechanism as Language Acquisition Device （LAD）,through which children process a number of sentences said by theirparents and other caretakers and acquire linguistic competence in thelanguage, i.e. a "generative grammar". In Aspects of the Theory ofSyntax,Chomskyproposesthat" linguistictheoryisprimarilyconcernedwithanidealspeaker-listener,inacompletelyhomogeneous speech community who knows its language perfectly andis unaffected by such grammatically irrelevant conditions as memorylimitations,distractions,shifts of attention,interest,and errors（random or characteristic） in applying his knowledge of language inactual performance" （Chomsky, 1965:3 ）. It is clear that whatChomsky is concerned with here is linguistic competence, which is,for him,an artificial and theoretical concept.He is not sayinganything at all about other aspects of language, for instance languagevariation or rhetoric.For him.
2.1.1Historical backgrounds
No technical term or concept in linguistics as well as in any otherscience is born out of nothing. The notion of metaphorical competencewas first put forward by Gardner and Winner in 1979, as pointed outin Chapter 1, and it has its roots in Chomsky's linguistic competenceand Hymes'communicativecompetence. Therefore, abriefintroduction to linguistic competence and communicative competenceshould be made in order to have a clear idea of the historicalbackgrounds of metaphorical competenee's proposition.
Chomsky,advocator of transformational generative grammar,makes the distinction between linguistic competence and linguisticperformance in the mid-20th century.He labels human beings'built-in language mechanism as Language Acquisition Device （LAD）,through which children process a number of sentences said by theirparents and other caretakers and acquire linguistic competence in thelanguage, i.e. a "generative grammar". In Aspects of the Theory ofSyntax,Chomskyproposesthat" linguistictheoryisprimarilyconcernedwithanidealspeaker-listener,inacompletelyhomogeneous speech community who knows its language perfectly andis unaffected by such grammatically irrelevant conditions as memorylimitations,distractions,shifts of attention,interest,and errors（random or characteristic） in applying his knowledge of language inactual performance" （Chomsky, 1965:3 ）. It is clear that whatChomsky is concerned with here is linguistic competence, which is,for him,an artificial and theoretical concept.He is not sayinganything at all about other aspects of language, for instance languagevariation or rhetoric.For him.
後記
本書是在我的博士論文基礎上修改而成的。寫作其間，幾度動搖彷徨，幾度疲憊退縮，但更多的是探求真知過程中的收穫和欣喜。在書稿付梓之際，我要向指導和幫助過我的師長、家人與好友表達最誠摯的感謝。
首先，衷心感謝我的導師嚴世清教授長期以來對我傾注的心血和努力、給我熱情的指導和無私的幫助。在我博士學習的整個階段，嚴老師對我的鼓勵和教誨一直激勵我繼續前行；從論文的選題到思路的啟發，從大綱的修訂到數據的收集、分析，從理論的梳理、闡述到全文的修改、潤色，我的每一個進步，都離不開嚴老師的指導與幫助；從嚴老師身上，我得到了真知，更得到了比知識更重要的、作為一位真正學者所必備的素質和品質。嚴老師淵博睿智、嚴謹治學、兢兢業業、誨人不倦的精神是我寶貴的財富。
蘇州大學的蘇曉軍教授是我碩士階段的導師，是他引領我走進了語言學研究的殿堂，使我逐漸對語言學研究產生了濃厚的興趣，在此特別感謝蘇老師給我的幫助和支持。由衷地感謝衡仁權教授為我提供了實證研究的語料庫，並且對我的科研和生活各方面給予幫助和鼓勵。感謝朱永生教授、王振華教授、苗興偉教授等專家在論文開題和答辯對我的論文提出了寶貴的意見和建議，這些建議和意見對我的學術研究和科研工作將起到非常重要的建設性意義。
首先，衷心感謝我的導師嚴世清教授長期以來對我傾注的心血和努力、給我熱情的指導和無私的幫助。在我博士學習的整個階段，嚴老師對我的鼓勵和教誨一直激勵我繼續前行；從論文的選題到思路的啟發，從大綱的修訂到數據的收集、分析，從理論的梳理、闡述到全文的修改、潤色，我的每一個進步，都離不開嚴老師的指導與幫助；從嚴老師身上，我得到了真知，更得到了比知識更重要的、作為一位真正學者所必備的素質和品質。嚴老師淵博睿智、嚴謹治學、兢兢業業、誨人不倦的精神是我寶貴的財富。
蘇州大學的蘇曉軍教授是我碩士階段的導師，是他引領我走進了語言學研究的殿堂，使我逐漸對語言學研究產生了濃厚的興趣，在此特別感謝蘇老師給我的幫助和支持。由衷地感謝衡仁權教授為我提供了實證研究的語料庫，並且對我的科研和生活各方面給予幫助和鼓勵。感謝朱永生教授、王振華教授、苗興偉教授等專家在論文開題和答辯對我的論文提出了寶貴的意見和建議，這些建議和意見對我的學術研究和科研工作將起到非常重要的建設性意義。
序言
20世紀90年代，我國開始關注外語專業博士的培養，一邊大量派出青年外語教師到國外大學攻讀博士學位，一邊立足本國高校建設自己的外語博士學位點。10多年來，外語專業博士教育已經形成規模，不僅為我國高端外語人才培養準備了重要的機制，也為國內外語專業學術研究的深人開展提供了智力基礎。
在全國各地，每年5月是博士論文答辯的季節，對於我國的外語人才培養來說，也是一個名副其實的收穫季節。但是，博士論文一多，老師就應接不暇了，況且，當老師們將許多論文放在一起看時，也很容易比出個深淺高低來，好的論文自不必說，可論文若寫得稍微馬虎一點，就讓人一眼看破，評審老師們感覺如同吃了蒼蠅一樣，要難過好一陣子，這樣的感受積累多了，讓人對博士論文產生一種整體的反感，於是，我們時常會聽到不少抱怨。不過，對於博士論文的奚落不只中國有，19世紀的美國作家Ralph WaldoEmerson就說過：“Sometimes a scream is better than a thesis．”（有時一聲尖叫也優於一篇論文。）另一位美國人Frank J．Dobie則更加刻薄地說：“The average Ph．D thesis is nothing but thetransference of bones from one graveyard to another．”（一般的博士論文不過是把一個墳墓里的骨頭轉移到另一個墳墓里去。）
完成一篇博士論文是一個怎樣的過程，感覺起來又是怎樣的滋味？對於這個問題的回答，恐怕只有真正寫過博士論文的人最清楚。
在全國各地，每年5月是博士論文答辯的季節，對於我國的外語人才培養來說，也是一個名副其實的收穫季節。但是，博士論文一多，老師就應接不暇了，況且，當老師們將許多論文放在一起看時，也很容易比出個深淺高低來，好的論文自不必說，可論文若寫得稍微馬虎一點，就讓人一眼看破，評審老師們感覺如同吃了蒼蠅一樣，要難過好一陣子，這樣的感受積累多了，讓人對博士論文產生一種整體的反感，於是，我們時常會聽到不少抱怨。不過，對於博士論文的奚落不只中國有，19世紀的美國作家Ralph WaldoEmerson就說過：“Sometimes a scream is better than a thesis．”（有時一聲尖叫也優於一篇論文。）另一位美國人Frank J．Dobie則更加刻薄地說：“The average Ph．D thesis is nothing but thetransference of bones from one graveyard to another．”（一般的博士論文不過是把一個墳墓里的骨頭轉移到另一個墳墓里去。）
完成一篇博士論文是一個怎樣的過程，感覺起來又是怎樣的滋味？對於這個問題的回答，恐怕只有真正寫過博士論文的人最清楚。
