研究資料首頁-> 期刊論文
研究資料明細
| 論文名稱 | Frequency and Variability of Figurative Uses of Motion Verbs in Readers for Pre-Intermediate EFL Learners |
| 發表日期 | 2018-04-15 |
| 論文收錄分類 | TSSCI |
| 所有作者 | Chun-Ching Hsieh |
| 作者順序 | 第一作者 |
| 通訊作者 | 是 |
| 刊物名稱 | 教科書研究 |
| 發表卷數 | 11 |
| 是否具有審稿制度 | 是 |
| 發表期數 | 1 |
| 期刊或學報出版地國別/地區 | NATTWN-中華民國 |
| 發表年份 | 2018 |
| 發表月份 | 4 |
| 發表形式 | 紙本及電子期刊 |
| 所屬計劃案 | 無 |
| 可公開文檔 |
|
| 可公開文檔 |
|
| 可公開文檔 |
[摘要] :
在英語為第二種或外國語言的英語課程，普遍搭配分級讀本增進語言學習成效。單字的譬喻用法使用頻繁，讀本的內容亦是如此。但是讀本內容之譬喻用法的相關研究甚少，因此為落實語言學習及教學之成效，非常需要這方面的研究。本研究檢視台灣南部一所大學給初階英語程度學生的五本指定讀本之譬喻用法的頻繁性、多元化及特性，依據概念隱喻及概念轉喻蒐集，移動動詞在暗喻及轉喻的運用是本研究的分析重點。量化研究結果顯示在頻繁性及多元性層面，隱喻較轉喻更能代表讀本的程度不同，而且行為動詞在隱喻用法的頻率較方向動詞高，在轉喻的用法卻是運用較多的方向動詞。質性研究則分析讀本包含與移動動詞相關的七類隱喻及生理現象的轉喻用法，作為英語教師提昇學習者譬喻能力的教學資源。
關鍵詞：概念暗喻、概念轉喻、分級讀本
[英文摘要] :
Graded readers have been introduced in English classes to increase exposure to authentic reading texts based on learners'current competencies, with the aim of enhancing foreign or second language (FL/SL) acquisition. Figurative uses of vocabulary, such as metaphor and metonymy, are common in both everyday language and the graded readers that expose learners to the authentic target language. However, studies on figurative language in readers have been rare, and more research is necessary. This study examined figurative uses of motion verbs in five graded readers for pre-intermediate EFL learners at a university of Southern Taiwan in terms of frequency, variability and characteristics. Conceptual metaphor and conceptual metonymy were the two types of data collected from the readers. The results showed quantitatively that metaphoric uses of motion verbs occur in readers with greater frequency and variability than metonymic uses. In addition, the more advanced the reader, the more frequent and variable are the metaphors. Manner-of-motion verbs appear to be more frequent in metaphoric uses, whereas path-of motion verbs prodominate in metonymic uses. A qualitative analysis centering on the seven themes of metaphor and physiological metonymy detailed in this study could provide instructors with improved pedagogical resources for use in an FL/SL context.
KEYWORDS: conceptual metaphor, conceptual metonymy, graded readers
[參考文獻] :
Barcelona, A. (2002). Clarifying and applying the notions of metaphor and metonymy within cognitive linguistics: An update. In R. Dirven & R. Pörings (Eds.), Metaphor and metonymy in comparison and contrast (pp. 207-278). Berlin, Germany: Mouton de Gruyter.
Boers, F. (2004). Expanding learners’ vocabulary through metaphor awareness: What expansion, what learners, what vocabulary? In M. Achard & S. Niemeier (Eds.), Cognitive linguistics, second language acquisition, and foreign language teaching (pp. 211-232). Berlin, Germany: Mouton de Gruyter.
Csábi, S. (2004). A cognitive linguistic view of polysemy in English and its implications for teaching. In M. Achard & S. Niemeier (Eds.), Cognitive linguistics, second language acquisition, and foreign language teaching (pp. 233-256). Berlin, Germany: Mouton de Gruyter.
Croft, W. (2002). The role of domains in the interpretation of metaphors and metonymies. In R. Dirven & R. Pörings (Eds.), Metaphor and metonymy in comparison and contrast (pp. 161-206). Berlin, Germany: Mouton de Gruyter.
Evans, V. (2007). How we conceptualise time: Language, meaning and temporal cognition. In V. Evans, B. K. Bergen, and J. Zinken (Eds.), the cognitive linguistics reader (pp. 733-765). London, UK/Oakville, NY: Equinoz.
Hatch, E. & Brown, C. (1996). Vocabulary, semantics and language education. Cambridge, UK: Cambridge University Press.
Hsieh, L. C.-C. (2006). Learning prepositions as part of fixed phrases and collocations: The case of “On” in the EFL classroom. Paper presented at the 5th Pacific Second Language Research Forum (PacSLRF), Brisbane, Australia.
Hsieh, C.-C. & Hsu, H.-F. (2011). Discrete and complete inputs on phrasal verbs learning. Proceedings of the 43rd Annual Meeting of the British Association for Applied Linguistics, UK, 151-162.
Hsieh, C.-C. (2013). A study of figurative competence enhancement in an FL classroom: The efficacy of polysemy networks and image schemas in teaching motion verbs, fictive verbs, and modal verbs to college students in Taiwan (Unpublished doctoral dissertation). Tamkang University, Taipei, Taiwan.
Hu, Y. & Kang, Y. C. (2008, October). Bring and take—that’s the question in teaching deictic shift in FL classrooms. Paper presented at 2008 Second Language Forum, University of Hawaii at Manoa, USA.
Hulstijin, J. H. (2001). Intentional and incidental second language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity. In P. Robinson (Ed.), Cognition and second language instruction (pp. 258-286). Cambridge, UK: Cambridge University Press.
Lakoff, G. & Johnson, M. (2003). Metaphors we live by. Chicago, IL: University of Chicago.
MacKay, D. G. (1986). Prototypicality among metaphors: On the relative frequency of personification and spatial metaphors in literature written for children versus adults. Metaphor and Symbolic Activity, 1(2), 87-107. Retrieved from http://mackay.bol.ucla.edu/1986%20Prototypical%20metaphors%201986.pdf
Matlock, T. (2004). The conceptual motivation of fictive motion. In G. Radden & K.-U. Panther (Eds.), Studies in linguistic motivations (pp. 221-248). Berlin, Germany/NY: Mouton de Gruyter.
Matlock, T. (2006). Depicting fictive motion in drawings. In J. Luchjenbroers (Ed.). Cognitive linguistics investigation: Across languages, fields, and philosophical boundaries (pp. 67-86). Amsterdam, the Netherland/Phildelphia, PA: John Benjamins.
Miller, G. A. & Johnson-Laird, P. N. (1976). Language and perception. MA: Belknap Press.
Niemeier, S. & Dirven, R. (2000). Evidence for linguistic relativity. Amsterdam, the Netherland/Phildelphia, PA: John Benjamins.
Nation, P. (2002). Best practice in vocabulary teaching and learning. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 267-272). Cambridge, UK: Cambridge University Press.
Radden, G. & Kövecses Z. (2007) Towards a theory of metonymy. In V. Evans, B. K. Bergen, & J. Zinken (Eds.), The cognitive linguistics reader (pp. 335-359). London, UK/Oakville, CT: Equinoz.
Rojo, A. & Valenzuela, J. (2003). Fictive motion in English and Spanish. International Journal of English Studies, 3(2), 125-151. Retrieved from http://www.um.es/lincoing/jv/2003%20Fictive%20Motion%20IJES.pdf
Schmidt, N. (2000). Vocabulary in language teaching. Cambridge, UK: Cambridge University Press.
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). Cambridge, UK: Cambridge University Press.
Shie, J.-S. (2003). Metaphorized motion in English. Taiwan Journal of Linguistics, 1(2), 95-120. Retrieved from http://tjl.nccu.edu.tw/volume1-2/04_SHIE__JIANSHIUNG.pdf
Slobin, D. I. (1996). Two ways to travel: Verbs of motion in English and Spanish. In M. Shibatani & S. A. Thompson (Eds.), Grammatical constructions: Their form and meaning (pp. 195-220). NY: Oxford University Press.
Slobin D. I. (1997a). The crosslinguistic study of language acquisition. NJ: Lawrence Erlbaum Associates.
Slobin, D. I. (1997b). The universal, the typological, and the particular in acquisition. In D. I. Slobin (Ed.), The crosslinguistic study of language acquisition (pp. 1-40). NJ: Lawrence Erlbaum Associates.
Slobin, D. I. (2000). Verbalized events: A dynamic approach to linguistic relativity and determinism. In S. Niemeier & R. Dirven (Eds.), Evidence for linguistic relativity (pp. 107-138). Amsterdam, the Netherlands/Phildephia, PA: John Benjamins.
Slobin, D. I. (2006). What makes manner of motion salient? Explorations in linguistic typology, discourse, and cognition. In M. Hickmann & S. Robert (Eds.), Space in languages: Linguistics system and cognitive categories (pp. 59-82). Amsterdam, the Netherlands/Philadelphia, PA: John Benjamins.
Sweetser E. (1990). From etymology to pragmatics: Metaphorical and cultural aspects of semantics structure. NY: Cambridge University Press.
Talmy, L. (2000). Toward a cognitive semantics (Vols. 1-2). MA: Massachusetts Institute of Technology.
Ungerer, F. & Schmidt, H.-J. (2006). An introduction to cognitive linguistics (2nd Ed.). Harlow, UK: Pearson.
