CAJ | 학술논문

本研究运用隐喻归纳测验,对522名英语专业大学生的概念隐喻归纳能力进行了分析。研究发现：1）被试概念隐喻归纳能力因任务不同而体现出一定的差异性,被试概念隐喻归纳的次级隐喻模式具有多样性,被试归纳出来的源域范畴具有明显的家族像似性;2）语义联想和类比推理是被试所使用的主要隐喻归纳策略;3）被试的隐喻归纳过程和结果并不支持Lakoff＆Johnson（1980）概念隐喻理论所认为的主体心智中存在概念隐喻表征体系这一观点。因此,研究认为我们应该对概念隐喻理论持谨慎态度,教学中不宜过分夸大其作用和价值。
본연구운용은유귀납측험,대522명영어전업대학생적개념은유귀납능력진행료분석。연구발현：1）피시개념은유귀납능력인임무불동이체현출일정적차이성,피시개념은유귀납적차급은유모식구유다양성,피시귀납출래적원역범주구유명현적가족상사성;2）어의련상화류비추리시피시소사용적주요은유귀납책략;3）피시적은유귀납과정화결과병불지지Lakoff＆Johnson（1980）개념은유이론소인위적주체심지중존재개념은유표정체계저일관점。인차,연구인위아문응해대개념은유이론지근신태도,교학중불의과분과대기작용화개치。
This paper,with the metaphor induction test,aims to investigate the conceptual metaphor induction competence of522 English majors. The results indicate： 1） metaphor induction competence varies with the different tasks; there are various subclass metaphorical patterns of the results; and the source domain results have strong family resemblance features; 2） semantic association and analogical reasoning are the most frequently used strategies by the subjects; 3） conceptual metaphor induction processes and results don＇t provide any empirical evidence to support Conceptual Metaphor Theory,raised by Lakoff Johnson（ 1980）,which holds the idea that there exists mental representation of conceptual metaphors in every subject. Therefore,this paper suggests that we take care not to exaggerate the significance and values of Conceptual Metaphor Theory in language teaching.