中国高级英语学习者隐喻能力发展研究 本书特色

本研究在隐喻生涯理论框架下，通过考察中国二语学习者在不同教学环境下对英语名词隐喻习得的情况探讨他们隐喻能力的发展路径。研究对比了学习者在四种不同的教学环境下（重复输入、不同本体加工、相似度判断和相似性辨别）对三种不同类型的名词隐喻（外表特征隐喻、类比隐喻和杂交隐喻）的习得情况。80名大学三年级的英语学习者被随机分配到四个实验组，接受对这三种名词隐喻的不同隐喻输入处理，然后，学习者完成隐喻形式偏好判断任务、隐喻理解任务和隐喻产出任务。两外20名相同学术背景的学习者接受对这三种名词隐喻的不同隐喻输入处理后完成隐喻理解和刺激-回忆访谈任务，深层考察不同输入处理对学习者隐喻理解思维过程和隐喻处理策略的影响。

中国高级英语学习者隐喻能力发展研究 目录

contents前言abstractchapter 1 general introduction1.1 metaphorical competence-a neglected dimension in secondlanguage pedagogy1.2 defining and classifying metaphor1.3 defining metaphorical competence1.4 the importance of metaphorical competence in l2proficiency1.5 structure of the bookchapter 2 studies on l2 metaphorical competence2.1 the development of metaphorical competence in l2 learners2.2 factors affecting the development of l2 metaphoricalcompetence2.3 the effect of instruction on the development of l2 metaphoricalcompetence2.4 a critique of previous studies2.5 summarychapter 3 conceptualizing the development of l2 metaphoricalcompetence:in search of a theoretical framework3.1 the comparison model3.2 the categorization model3.3 the structure-mapping model3.4 the career of metaphor hypothesis3.5 the career of metaphor hypothesis as a theoretical frameworkfor investigating the development of l2 metaphoricalcompetence3.6 summarychapter 4 the development of l2 metaphorical competence:a comhypothesis-based account4.1 redefining and operationalizing l2 metaphoricalcompetence4.2 factors to be considered in investigating the development of l2metaphorical competence4.2.1 context4.2.2 input4.3 variables for investigation of metaphorical competence withinthe com hypothesis4.3.1 metaphor type4.3.2 learning condition4.4 central issue of research4.5 summarychapter 5 the development of metaphorical competence in advancedchinese efl learners-an empirical study5.1 research design5.2 participants5.3 materials5.3.1 selection of target metaphors5.3.2 generation of grounds for the target metaphors5.3.3 generation of exposure metaphors for the vt group5.4 instrumentation5.5 procedures5.5.1 phase one:administration of the pretest5.5.2 phase two:experimental treatment and administration of theposttest5.5.3 phase three:administration of the delayed test and thesrt5.6 data analysis5.6.1 scoring of mfpt5.6.2 coding and scoring of mit5.6.3 coding and scoring of mpt5.6.4 coding of srt data5.7 results5.7.1 results for research hypotheses testing5.7.2 results for metaphor processing strategies5.8 summarychapter 6 the com hypothesis account of the development of l2metaphorical competence6.1 the effect of metaphor type on the development of l2metaphorical competence6.2 the effect of learning condition on the development of l2metaphorical competence6.2.1 the effect of learning condition on the abstraction ofmetaphoric categories6.2.2 the effect of learning condition on the transfer of theabstracted metaphoric categories6.3 the com hypothesis as a theoretical framework for thedevelopment of l2 metaphorical competence:a revisit6.4 implications for foreign language pedagogy6.5 directions for future researchreferencesappendicesappendix 1 familiarity rating testappendix 2 familiarity ratings for the 115 metaphorsappendix 3 metaphor classification test for the 81 metaphorsappendix 4 results of metaphor classification test for the 81metaphorsappendix 5 exposure materials for the vt groupappendix 6 metaphor form preference testappendix 7 manipulation materials for the sr group(similarityrating task)appendix 8 manipulation materials for the sd group(similaritydiscrimination task)appendix 9 verbal accounts of thought processes by each participantgroup in the stimulated recall task with cues of parsingstrategies后记list of tablestable 5-1 target metaphors with familiarity ratings and agreementpercentagestable 5-2 grounds for the 24 target metaphorstable 5-3 grounds for the 8 hybrid metaphors that capture bothmappingstable 5-4 example experimental stimuli for the vt grouptable 5-5 examples of comparison and categorization cuestable 5-6 a summary of five kinds of domaincomparison(gentner,1989:206)table 5-7 means and standard deviations of four participant groups'metaphor form preference on three metaphor types before and afterexperimental treatmenttable 5-8 two-way anova(mixed design)for metaphor form preferenceas a function of learning condition and metaphor typetable 5-9 means and standard deviations of categorization cues byfour participant groups on three metaphor types before and afterexperimental treatmenttable 5-10 two-way anova(mixed design)for use of categorizationcues as a function of learning condition and metaphor typetable 5-11 means and standard deviations of correctly suppliedtarget terms by four participant groups on three types of metaphorwith accuracy rates(%)table 5-12 means and standard deviations of original target termsby four participant groups for three types of metaphor on twooccasionstable 5-13 two-way anova(mixed design)for production of originaltarget terms as a function of learning condition and metaphortypetable 5-14 frequency distribution of strategy use by fourparticipant groups when interpreting three types of metaphor(singleparsing)table 5-15 frequency distribution of strategy use by fourparticipant groups when interpreting three types ofmetaphor(multiple parsing)list of figuresfigure 3-1 a feature-matching interpretation of the metaphor dew isa veilfigure 3-2 a categorization interpretation of the metaphor my jobis a jailfigure 3-3a cross categorization of lawyer and sharkfigure 3-3b cross categorization of lawyer and sharkfigure 3-4 overview of the algorithm used by the structuremappingenginefigure 3-5 a structure-mapping interpretation of the metaphor menare wolvesfigure 3-6 a structure-mapping interpretation of the metaphorsocrates is a midwifefigure 3-7 the career of metaphorfigure 3-8 the career of metaphor:from novel to conventionalmetaphorfigure 4-1 similarity space,showing different kinds of matches interms of the degree of relational versus object-descriptionoverlapfigure 5-1 the investigative procedures to trace l2 learners'development of mcfigure 5-2 a schematic view of the data collection procedures forthe studyfigure 5-3 metaphor interpretation processes

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