{"title":"情感形容词的对外汉语教学: 认知隐喻理论视角","authors":"孙 毅, 贾 彩云","doi":"10.1515/caslar-2019-0010","DOIUrl":null,"url":null,"abstract":"提要 本文尝试将认知隐喻理论引入对外汉语词汇教学，探讨隐喻能力教学对汉语学习者情感形容词的学习效果。通过情感形容词的界定和特征描述，基于对 HSK 动态作文语料库的考察，笔者发现汉语学习者情感形容词的习得存在各类偏误。在 20 类情感形容词中有 10 类出现了一半或过半的偏误词汇数，偏误词汇用例大于 2 的情感类形容词高达 15 类。在认知隐喻理论的视域下，情感形容词概念隐喻有实体隐喻、方位隐喻和通感隐喻三种类型。情感形容词的隐喻性为我们从认知隐喻理论视角开展教学活动提供了契机。通过隐喻能力教学对比实验，并对测试结果进行详细分析与比较，发现实施认知隐喻教学的实验组测试成绩优于对比组。该实验结果表明：通过实施隐喻能力教学，培养学生的隐喻意识，能够有效提高情感形容词的学习效果，即隐喻能力教学对对外汉语学习者的情感形容词习得具有较大影响。基于此，本文从教学大纲、教材编写及教学实践三个方面，针对汉语学习者的情感形容词偏误，为对外汉语情感形容词教学提供切实可行的建议：首先，教学大纲制定者应扩充大纲中隐喻词汇的比例，并开设培养隐喻能力的相关课程。其次，教材编写者在编写词汇时要以培养汉语学习者的隐喻意识为宗旨，循序渐进，由浅入深，让汉语学习者能在大脑中自动建立两个概念域间的联系。最后，教师要将概念隐喻理论巧妙地融入对外汉语教学，强化学生的原型范畴意识，培养词汇扩展能力；通过建立意象图式提高学生的隐喻理解能力；鼓励学生将词汇释义与中国文化相联系，启发其自主分析能力。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"8 1","pages":"249 - 274"},"PeriodicalIF":0.0000,"publicationDate":"2019-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2019-0010","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Chinese as a Second Language Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1515/caslar-2019-0010","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Teaching Chinese as a Foreign Language with Emotional Adjectives: A Cognitive Metaphor Theory Perspective
This article attempts to introduce cognitive metaphor theory into teaching Chinese vocabulary as a foreign language and explore the effectiveness of metaphor ability teaching on the learning of emotional adjectives for Chinese learners. Through the definition and feature description of emotional adjectives, and based on the investigation of the HSK dynamic composition corpus, the author found that there are various biases in the acquisition of emotional adjectives by Chinese learners. Out of the 20 types of emotional adjectives, 10 have half or more of the number of incorrect words, and as many as 15 types of emotional adjectives have more than 2 incorrect word use cases. From the perspective of cognitive metaphor theory, there are three types of conceptual metaphors for emotional adjectives: entity metaphors, orientation metaphors, and synesthesia metaphors. The metaphorical nature of emotional adjectives provides us with an opportunity to carry out teaching activities from the perspective of cognitive metaphor theory. Through a comparative experiment on metaphorical ability teaching and a detailed analysis and comparison of the test results, it was found that the experimental group implementing cognitive metaphor teaching performed better in the test than the control group. The experimental results indicate that by implementing metaphorical ability teaching and cultivating students' metaphorical awareness, the learning effect of emotional adjectives can be effectively improved. Namely, metaphorical ability teaching has a significant impact on the acquisition of emotional adjectives by Chinese language learners as a foreign language. Based on this, this article provides practical suggestions for the teaching of emotional adjectives in Chinese as a foreign language from three aspects: teaching syllabus, textbook writing, and teaching practice. In response to the errors in emotional adjectives among Chinese learners, the formulator of the teaching syllabus should expand the proportion of metaphorical words in the syllabus and provide relevant courses to cultivate metaphorical abilities. Secondly, textbook writers should aim to cultivate Chinese learners' metaphorical awareness when writing vocabulary, gradually and from shallow to deep, so that Chinese learners can automatically establish connections between two conceptual domains in their brains. Finally, teachers should cleverly integrate conceptual metaphor theory into teaching Chinese as a foreign language, strengthen students' awareness of prototype categories, and cultivate their ability to expand vocabulary; Improve students' metaphorical comprehension ability by establishing image schemas; Encourage students to associate vocabulary definitions with Chinese culture and inspire their independent analytical abilities.
期刊介绍：
Chinese as a Second Language Research (CASLAR) focuses on research on the acquisition, development, and use of Chinese as a Second Language. It supports scholars and researchers from different linguistic fields, and serves as a forum to discuss, investigate, and better understand Chinese as a Second Language. Each issue (2 per year) of the journal publishes three papers in Chinese and three papers in English; summaries are always provided both in Chinese and English. We are especially interested in publishing articles and research papers that investigate how empirical findings of CSL research can advance and develop better Chinese language teaching methodologies, explore the implications of CSL research for theoretical developments and practical applications, focus on the acquisition and use of varieties of CSL, study the nature of interaction between native speakers and non-native speakers of Chinese, address major issues of second language acquisition from the perspective of CSL, analyze the ways in which language is both shaped by culture and is the medium through which culture is created.
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