认知语言学中的基本层次范畴的实际应用

随着认知语言学的发展,人们从对认知语言学理论在语言与认知的研究之上,转向了对语言习得与语言教学的启示与影响之上。本文结合教学实际．拟从基本层次范畴方面探讨其在大学英语词汇教学中的实际应用.     

Metaphor or Met-Before? The effects of previouos experience on practice and theory of learning mathematics

While the general notion of ‘metaphor’ may offer a thoughtful analysis of the nature of mathematical thinking, this paper suggests that it is even more important to take into account the particular mental structures available to the individual that have been built from experience that the individual has ‘met-before.’ The notion of ‘met-before’ offers not only a principle to analyse the changing meanings in mathematics and the difficulties faced by the learner—which we illustrate by the problematic case of the minus sign—it can also be used to analyse the met-befores of mathematicians, mathematics educators and those who develop theories of learning to reveal implicit assumptions that support our thinking in some ways and act as impediments in others.     

南通蓝印花布的色彩隐喻

南通蓝印花布印染技艺是民间艺术的瑰宝,已经列入国家级非物质文化遗产名录.蓝印花布之美,美在靛蓝之色.蓝色印花布的发展演进,即是百姓生活智慧的积淀也使人们对于“蓝色”这一天然色彩有了进一步的联想,产生了更多的色彩隐喻.隐喻的运用,激活了人类共有的认知体验,使跨文化的交际成为可能,也给南通蓝印花布的传承和发展带来了新的契机.     

隐喻认知理论在大学英语词汇教学中的应用

隐喻是日常语言中的一种普遍现象,也是人类的一项基本认知能力,它根植于语言思维和文化中,是词汇教学中使抽象概念具体化的一种手段。本文针对英语词汇习得这一普遍存在的难题,利用隐喻的认知功能,从三个方面阐述了隐喻认知在英语词汇学习中的作用。     

从神经认知看隐喻的理解和生成

文章从神经认知语言学的角度讨论了隐喻的理解和生成,通过神经认知语言学的关系网络模型建立了理解隐喻的三种关系系统：概念关系系统、语境关系系统和创造性关系系统,通过三种关系系统的相互连通和激活,形成隐喻的理解。     

The Influence of Grammatical Metaphor upon Input in SLL

Grammatical Metaphor differs from traditional metaphor in terms of lexical density and structural complesity. It casts a big influence on Input in SLL due to difficulties in comprehensibility.     

Exploring the role of metonymy in mathematical understanding and reasoning: The concept of derivative as an example

In this paper we examine the roles that metonymy may play in student reasoning. To organize this discussion we use the lens of a structured derivative framework. The derivative framework consists of three layers of process-object pairs, one each for ratio, limit, and function. Each of the layers can then be illustrated in any appropriate context, for example graphically as slope, verbally as rate of change, or kinesthetically as velocity. We will illustrate three main cases of metonymy using data from student reasoning with derivative-paradigmatic metonymy, individual metonymy and part-part metonymy. Metonymies may function both in powerful and problematic ways for students as they come to understand and work with a complicated concept such as the derivative. It is the goal of this paper to illuminate and clarify how metonymy may function in student reasoning in the hopes of providing insights to teachers and researchers.     

科技语篇中词汇隐喻的重要功能

本文首先驳斥了传统观念中认为模糊的隐喻和准确的科学不相容的看法,认为隐喻是人类非常重要的认知工具,即使在科学研究这样一个以抽象思维为主的领域也少不了隐喻这种形象手段。词汇隐喻具有理论构成功能、阐释性功能、命名功能,使科技语篇具有在词汇层次上生动形象,平易近人,为科技的深层次的发展或大众普及起到了重要作用。     

从文化视角看俄汉比喻的异同

语言是文化的载体，任何一种语言都蕴含着丰富的文化内涵，比喻作为一种常用的修辞方式，是最富于文化色彩的语言文化之一，本文从喻体、喻义两方面阐述了俄汉语比喻的异同，从而使读者更好地了解俄汉各自民族文化特征。     

英汉隐喻的文化认知研究

本文从文化认知角度探讨了隐喻,首先介绍了英汉两种语言体系中隐喻的文化重合和文化特有现象,接着研究了这些现象背后的社会文化根源,指出英语学习者只有将英语文化结合到英语语言学习中,才能真正掌握英语中的隐喻。