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1 57 母语概念迁移能力隐喻能力与语言水平 * 的发展关系研究石进芳本研究通过考察高低两水平组英语学习者的隐喻能力, 探究了母语概念迁移能力隐喻能力和英语水平三者之间的发展关系结果显示, 两组受试者的隐喻能力都比较低, 但高水平组显著高于低水平组 ; 高水平阶段, 母语概念迁移能力对外语隐喻能力的促进作用减弱, 同时隐喻能力对语言水平的影响力下降外语环境下教学考三方对语言形式和技能的关注远远高于对语言概念体系的关注, 这是学习者隐喻能力发展滞后于语言水平发展的重要原因母语概念迁移能力 ; 隐喻能力 ; 英语水平 Littlemore et al Littlemore et al Littlemore & Low 2006 Low Danesi Johnson & Rasano Martinez 隐喻能力和隐喻能力研究现状 2007 Chomsky Hymes Gardner & Winner Danesi 1986 Littlemore & Low 概念迁移研究 * 衷心感谢匿名审稿专家和编辑部的宝贵修改意见本文是江西省高校人文社科基金项目 ( YY1115) 的阶段性成果

2 58 Danesi 1992 Low 2001 Littlemore 2001 & Odlin Gardner& Winner Danesi Danesi 1992 Cook et al Javis Collins Cobuild 研究对象 life 3. 2 研究问题 Gagne 2002 Reyan & Kieman 研究工具 Likert 5 1 概念对等隐喻指在英语和汉语中概念对等的隐喻, 它包括以下两种情况 : 一是概念与语言表达在英汉两种语言中都对等 ( 例如 The company s reputation is hanging by a thread right now. ), 二是虽然概念对等, 但语言表达不对等 ( 例如 He was absolutely right. Unfortunately,he was talking to a brick wall. ) ; 概念不对等隐喻指在汉语与英语中概念不对等的隐喻 ( 例如 I trusted him with the task,but he totally dropped the ball. )

3 59 KMO > 0. 7 Bartlett Sig. = SPSS Cronbaha Alpha a = Al pha 4. 2 高低水平组学习者的隐喻能力发展状况隐喻能力测试的效度和信度检验 M = 110 SPSS KMO Bartlett M = 58 M = 53 SD = SD = 1. t Minimum Maximum Mean Std. Deviation Sig. 2 - tailed ** P < ** ** ** M = 66 M = Irujo L1 L2 L1 SD = SD = t L2 P = < M = 72 M = 32 2 SD = SD = t t P = < M = 138 M = 81 SD = SD = Whether you like it or not at P = < the moment for us it s life in the slow lane Littlemore 2001 life in the slow lane Dansei 母语概念迁移能力对英语隐喻能力发展的影响 2

4 60 2. t t Mean Std. Deviation Mean Std. Deviation Sig. 2-tailed ** ** t ** ** ** P < Danesi Life is a long long journey Life is a long river * *. 341 * * R R 2 Ajusted R 2 R 2 F F B T Sig * * * P < ** P < ** 隐喻能力对英语水平的影响 R % 9. 7% 15%

5 **. 383 **. 505 ** ** R % R R 2 Ajusted R 2 R 2 F F B T Sig ** ** P < Hudson 隐喻能力与语言水平的发展关系 5. 1 母语隐喻迁移能力与外语隐喻能力的发展关系 / Littlemore 2001 Danesi 1992 / 一般来说, 学习者的隐喻能力发展会促进其语言水平的提高, 本研究是对两组不同水平学习者隐喻能力的横向考察, 不是对同一组学习者的纵向跟踪研究, 因此这一结论有一定的相对性

6 Hudson W Semantic theory and L2 lexical development. In S. Gass & J. Schachter eds.. Linguistic 2 Perspectives on Second Language Acquisition. Cambridge CUP. Irujo S Don t put your leg in your month transfer 3 in the acquisition of idioms in a second language. TESOL Quarterly 20. pp Jarvis S. & A. Pavlenko Crosslinguistic Influence in Language and Cognition. New York and London Routledge. Johnson J. & T. Rosano Relation of cognitive style to metaphor interpretation and second language proficiency. Applied Linguistics 14. pp Littlemore J Metaphoric competence a language learning strength of students with a holistic cognitive style TESOL Quarterly 35. pp Littlemore J & G. Low Metaphoric competence and 6. communicative language ability. Applied Linguistics 27. pp Littlemore J. et al. Difficulties in metaphor comprehension faced by international students whose L1 is not Eng- lish. http / /applij. oxfordjournals. org /search submit = yes&fulltext March Low G. D Validating metaphor research projects. In L. Cameron & G. D. Low eds.. Researching and Applying Metaphor. Shanghai Shanghai Foreign Language Education Press. Cook V. B. Bassetti C. Kasai et al Do bilinguals have different concepts The case of shape and material in Japanese L2 users of English. International Journal of Bilingualism 10. pp Danesi M Metaphorical competence in second language acquisition and second language teaching the Neglected Dimension. In J. E Alatis ed.. Georgetown University Round Table on Language and Linguistics 1992 Language communication and social meaning. Washington D. C. Georgetown University Press. Martinez F Exploring Figurative Language Proficiency in Bilinguals The metaphor interference effect. MA Thesis in Texas A & M University. Odlin T Crosslinguistic influence and conceptual transfer What are the concepts Annual Review of Applied Linguistics 25. pp Odlin T Conceptual transfer and meaning extensions. In P. Robinson & N. Ellis eds. Handbook of Cognitive Linguistics and Second Language Acquisition. New York Routledge. Reyan V. & R. Kieman Children s memory and Danesi M The role of metaphor in second language pedagogy. Rassegna Italina di Linguistica Applicata 18. metaphorical interpretation. pp Metaphor and Symbol 10. pp Gagne C Metaphoric interpretations of comparison based combinations. Metaphor and Symbol 17. pp Gardner H. & E. Winner The development of metaphoric competence implications for humanistic disciplines. In S. Sacks ed.. On Metaphor. Chicago & London The University of Chicago Press

7 ( 陈家刚 ) Developmental connections among L1 conceptual transfer competence,metaphoric competence and English proficiency by SHI Jinfang Abstract: By examining the metaphoric competence of English learners at low and high levels,this paper explores the developmental connections among L1 conceptual transfer competence,metaphoric competence and English proficiency. The findings are: metaphoric competence strengthens with the increase of English level significantly even though both groups metaphoric competence develops slowly; in the high-level group,the influence of learners L1 conceptual transfer on English metaphoric competence weakens and the influence of their metaphoric competence on English proficiency changes in the same way. These results show that in FL learning environment,the three sections,namely teaching,learning and evaluation,all pay much more attention to language s forms and skills than to its conceptual system,which leads to the result that the advancement of learners metaphorical competence lags behind the development of their English proficiency. Key words: L1 conceptual transfer competence; metaphoric competence; English proficiency 1. I m proud of my extraordinarily good ear for accents and dialects. 2. The book lifted my mood. 3. It s like teaching the Pope how to pray. 4. The neighborhood was a maze of streets and alleys. 5. The company s reputation is hanging by a thread right now. 6. He was absolutely right. Unfortunately he was talking to a brick wall. 7. He has the skill to plant the seed in Jennifer s mind that her problem was not so important. 8. The world s population is going through the roof. 9. Much of industry and business on the island is paralysed by a general strike. 10. Her Majesty invited the flower of the nobility. 11. No decisions can be made at the company s board meeting because there are too many chefs in the kitchen. 12. Whether we like it or not at the moment for us it s life in the slow lane. 13. They decided to put a ceiling on the income of party leaders. 14. This is another half-baked scheme that isn t going to work. 15. I trusted him with the task but he totally dropped the ball. 16. If he is to win their financial support he must play their game. 17. Cars made of secondhand materials are better and greener. 18. Events in Russia are now forcing the US President to show his hand. 19. They not only don t make profits but they lose a lot of money when loans go sour. 20. Develop this lighter side of your personality. English writing Write a 200-word essay about life. Your writing should include your answers to the following questions How do you view human life in general What does life mean to you What do you consider to be a successful life What is your view on life based on your personal experiences and thoughts

On Macro-Planning for China s English Education from Elementary to Tertiary Levels in the Era of Globalization MEI Deming ZHAO Meijuan Abstract This p

On Macro-Planning for China s English Education from Elementary to Tertiary Levels in the Era of Globalization MEI Deming ZHAO Meijuan Abstract This paper explores the mechanism of macro-planning for China