English Polysemy Teaching Based on Metaphor_英语论文

摘要

一词多义是常见的的语言现象之一，从古至今，一词多义现象一直也都是语言研究的重点和焦点。然而，传统语言学未能从认知角度去研究英语语言中的一词多义教学。直至认知语言学的产生为一词多义研究提供了全新的视角，在该过程中，隐喻扮演了极为重要的角色。隐喻不仅是一种语言现象，更是一种普遍的认知活动。隐喻的无处不在性使得英语一词多义习得必然要涉及隐喻这一认知思维。因此，本文首先将对一词多义现象及隐喻的研究现状进行简要介绍，继而基于认知隐喻观对相关词汇( 例如，scapegoat，nightmare等等）的语义演变作详细阐释。为了使文章层次清楚，本文将通过英语构词法对相关词汇进行了分类。文章旨在解决两个问题：一、我们应当使用哪种方法更好地提高一词多义教学质量？二、认知隐喻观如何影响词义演变及促进英语一词多义教学？

关键词: 一词多义 隐喻 认知语言学 英语教学 

Abstract

Polysemy is emphasis and focus of language study as one of the common language phenomena all the time. Nevertheless, it is not illustrated for traditional linguistics from the perspective of cognitive until that cognitive linguistics provides a brand-new perspective for it. Furthermore, metaphor plays an extremely important role in the process of study on polysemy on the basis of cognitive linguistics. For metaphor is not only a kind of language phenomenon but also a catholic cognitive activity. And also, English polysemy teaching goes with metaphor hand in hand on account of the ubiquitousness of metaphor. Therefore, this paper is going to lead readers to get familiar with the status quo of study on polysemy and metaphor at first,  and then we will move to illustration about semantic change of relevant vocabulary in detail (e.g. scapegoat, nightmare) based on cognitive view on metaphor. 

What is more, the thesis is about to classify relative vocabulary by means of word formation so as to make it well-organized. As a result, this  paper is aimed at answering two questions as follows, the first one is, which kind of teaching method should we employ to improve English polysemy teaching? And the second one is, how metaphor advances the semantic evolution of vocabulary and English polysemy teaching?

Key words: Polysemy;  Metaphor;  Cognitive Linguistics;  English Teaching

Contents

1  Introduction 1

1.1 Background  1

1.2 Significance 1

1.3 Layout 2

2  Literature Review 3

2.1 Polysemy 3

2.1.1 The Definition of Polysemy 3

2.1.2 The Characteristics of Polysemy 3

2.2 Major Approaches to Polysemy 4

2.2.1 Traditional Approaches to Polysemy 5

2.2.2 The Cognitive Approach 6

2.3 Summary 6

3  Theoretical Basis 8

3.1 The Definition of Metaphor 8

3.1.1 Reference View 8

3.1.2 Substitution View 9

3.1.3 Interaction View 9

3.1.4 Cognitive View.10

3.2 Cognitive View on Metaphor 10

3.2.1 Major Characteristics of Metaphor 11

3.2.2 Classification  .13     

3.2.3 Working Mechanisms ofMetaphor.13

3.3 Summary 14

4  Polysemy Based on Metaphor 15

4.1 Functions of Cognitive Metaphor in the Formation of Polysemy 15

4.2 Data Analysis 16

4.2.1 Blending 16

4.2.1.1 The Definition of Blending 16

4.2.1.2   The Etymology of 'Scapegoat' 16

4.2.1.3 The Senses of 'Scapegoat' 17

4.2.1.4 Metaphorical Analysis of  'Scapegoat' 17

4.2.2 Compounding 19

4.2.2.1 The Definition of Compounding 19

4.2.2.2  The Senses of ‘Nightmare’ 19

4.2.2.3 The Etymology of ‘Nightmare’ 20

4.2.2.4 Metaphorical Analysis of 'Nightmare' 20

4.2.3 Clipping 21

4.2.3.1 The Definition of Clipping 21

4.2.3.2 The Etymology of ‘Wig’.22

4.2.3.3 The Senses of ‘Wig’ 22

4.2.3.4 Metaphorical Analysis of ‘Wig’ 22

4.3 Summary 23

5  Conclusion 24

Bibliography 26

Acknowledgments28