CAJ | 학술논문

一直以来，转喻被看作一种修辞，用某事物的名称替换相邻近事物名称。后来，认知语言学却认为，转喻不仅是一种修辞手段，更是一种重要的认知思维模式，它在语篇生成和识解过程中起到了重要的作用，也是语篇发展的主要模式。在大学英语阅读教学中，教师要引导学生把语篇看作一个衔接与连贯的整体，再运用转喻机制激活相关的内容，补充语篇中空白成分，达到准确理解文章内涵的目的，这样有意识地培养学生转喻思维能力，增加阅读的趣味性，提高阅读理解能力。
일직이래，전유피간작일충수사，용모사물적명칭체환상린근사물명칭。후래，인지어언학각인위，전유불부시일충수사수단，경시일충중요적인지사유모식，타재어편생성화식해과정중기도료중요적작용，야시어편발전적주요모식。재대학영어열독교학중，교사요인도학생파어편간작일개함접여련관적정체，재운용전유궤제격활상관적내용，보충어편중공백성분，체도준학리해문장내함적목적，저양유의식지배양학생전유사유능력，증가열독적취미성，제고열독리해능력。
Traditionally, metonymy regarded as a figure of speech is to substitute a name of something for the name of its adjacent something.Cognitive linguists later argue metonymy is not only a figure of speech, but also an important thinking and cognitive pattern.It plays an important role in the process of text construal as well as that of text production.It is also a main pattern of text development.The theory, applied in college English reading teach-ing, is beneficial to the cultivation of students’ metonymy, becoming more interested in English and improving reading comprehension.