CAJ | 학술논문

现代隐喻认知理论把隐喻从单纯的修辞学范畴扩大为一种认知模式，它提出的“概念隐喻”、“基本范畴词汇”等概念为大学英语词汇教学作出了有益的补充，教师在教学时可有意识地应用隐喻认知论来拓展学生的“隐喻认知”能力，使他们能够增强对英语语言和英语文化学习的兴趣，并有效扩充词汇量；同时，在运用该理论指导词汇教学时，还要关注“跨文化差异”和“认知语境”对词汇教学的影响。
현대은유인지이론파은유종단순적수사학범주확대위일충인지모식，타제출적“개념은유”、“기본범주사회”등개념위대학영어사회교학작출료유익적보충，교사재교학시가유의식지응용은유인지론래탁전학생적“은유인지”능력，사타문능구증강대영어어언화영어문화학습적흥취，병유효확충사회량；동시，재운용해이론지도사회교학시，환요관주“과문화차이”화“인지어경”대사회교학적영향。
Modem cognitive metaphor theory has enlarged metaphor from its pure rhetoric domain to a cognitive mode. Ideas such as conceptual metaphor and basic-domain vocabulary have been a beneficial sup- plement to college English vocabulary teaching and learning. Teachers may intentionally apply the theory to develop the cognitive metaphorical potential of students so as to further arouse their interest in English language and English culture and accumulate vocabulary. At the same time, the influence of cross-cultural differences and cognitive context should be noticed.