ICM理論視角下英語(yǔ)專業(yè)教材中的轉(zhuǎn)喻及其對(duì)教學(xué)實(shí)踐的啟示_17264.pdf

1、暨南大學(xué)暨南大學(xué)碩士學(xué)位論文士學(xué)位論文MetonymiesinEnglishMajTextbooksfromthePerspectiveofICMTheyTheirRelevationtoTeachingPracticeICM理論視角下英語(yǔ)專業(yè)教材中的轉(zhuǎn)喻及其對(duì)教學(xué)實(shí)踐的啟示作者姓名：徐一飛指導(dǎo)教師姓名及學(xué)位、職稱：劉森林博士副教授學(xué)科、專業(yè)名稱：外國(guó)語(yǔ)言文學(xué)、外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)學(xué)位類型：學(xué)術(shù)學(xué)位學(xué)位類型：學(xué)術(shù)學(xué)位論文提交日期：論文

2、答辯日期：答辯委員會(huì)主席：論文評(píng)閱人：學(xué)位授予單位和日期：暨南大學(xué)碩士學(xué)位論文IAbstractMetonymyisacognitiveprocessinwhichoneconceptualentitythevehicleprovidesmentalaccesstoanotherconceptualentitythetarget.LakoffproposedtheIdealizedCognitiveModel(ICM)toexplica

3、teonmetonymicmechanismin1987.Theresearchesonmetonymyaremainlyinthefieldofcognitivelinguisticssuchasthenatureclassificationsmechanismpragmaticparameterofmetonymy.Theseresearchesareattheeticallevels.Thereisstillagapinitspr

4、acticeinlanguageteachingactivities.ThisthesisemploysContemparyCollegeEnglishIntensiveReading(FirstEdition)(Book14)editedbyLiminYangasitscpus.ItmakesasystematicliteraturereviewonmetonymyIdealizedCognitiveModelEnglishteach

5、ingpracticerelatingtometonymyitalsoanalyzesthecpusundertheframeofICMinadeductivewayinadditionitproposessomepracticalconstructivesuggestionsfEnglishteachingbasedontheanalyzedcpusaswell.WefoundthatICMhasstrongpotentialsoni

6、nterpretativeonmetonymicmechanisminterpretation.FinstancereferentialmetonymiescanbediscussedunderthepartwholerelationofnongenericICMlowlevelsituationalmetonymiescanbedividedintodefaultinfmationidiomsinferredsituationgram

7、maticalmetonymiescanbepresentedasrecategizationstativepredicatespecificgenericmodalverbs.MeoverunderthescenariotheyillocutionarymetonymiescanbewellexplicatedbyICM.IntheframeofICMmetonymicmechanismbringssomerelevationtoEn

8、glishteachingpractice.Consequentlystudents’encyclopedicknowledgeshouldbeenrichedtheirconceptualstructureshouldbereconstructed.Wdfmationrulesimageschemapositivetransfershouldbeemphasizedapplied.Culturalfactsshouldbeconsid