塞尔的隐喻理论与汉英数字文化内涵对比

数是数学符号和观念的合集,除了用来计算,表示字面意义之外,更多表达了文化内涵.塞尔的隐喻意义理论区分了语言中的字词意义和说话者所表达的意义,前者被成为字面意义,后者为隐喻意义.要正确理解汉英数字字面意义之外的隐喻意义,关键是了解数字中所蕴含的文化内涵.文章从对塞尔的隐喻理论观出发,基于数字的哲学内涵,对英汉数字的隐喻意义进行了对比分析.     

文化隐喻——隐喻研究的新发展

本文论述了文化隐喻的理论构想和特征,指出文化隐喻为文化研究和隐喻研究都提供了广阔的前景,研究代表中国文化特征的文化隐喻,对避免误解,促进国际经济文化的交流很有必要.     

隐喻——我们认知世界的工具

主要围绕作为人类基本认知方式的隐喻展开论述.首先区分了常规隐喻、死隐喻和新隐喻,然后分别介绍了常规隐喻所包括的结构隐喻、方位隐喻和本体隐喻.分析了在概念隐喻中,到底有哪些概念或某个概念的哪些方面,可以作为源域的概念结构用来帮助人们构建和理解目标域结构.最后对“时间流经我们”这一概念的隐喻性表达进行了重新分析,说明了隐喻的连贯性和一致性的区别.     

英语习语中的隐喻

隐喻既是一种认知现象,又是一种语言现象.隐喻是文化的重要组成部分,又是文化的载体.传统隐喻观和认知隐喻观从不同的视角来解释隐喻从传统隐喻观和认知隐喻观的视角分析英语习语隐喻现象、隐喻种类及其隐喻意义,为英语习语的理解提供新的视角.     

论英语文化教学中的隐喻教学

隐喻作为一种语言现象和认知机制,根植于文化,是文化的一部分,反映了文化的内容.透过隐喻的文化性质,人们可以看到不同国家文化的共性和特殊性.本文从隐喻与文化的关系入手,分析了当前文化教学的现状,并提出了加强隐喻文化教学的几点建议.     

文化视角下概念隐喻的翻译策略——以《红楼梦》中的隐喻翻译为例

由于语言及其文化之间的差异,隐喻作为一种文化的载体,其翻译还存在较大的研究空间.本文在借鉴前人隐喻研究的基础上,探讨了概念隐喻中的文化因素,并摘取《红楼梦》中几个典型隐喻的翻译为例,重点剖析了概念隐喻翻译的三种策略:直译即保留原语中的喻体;意译即以目标语文化为导向进行喻体转换;文化喻体直译并增加内涵解译.     

从语气隐喻角度解析广告语篇中的人际意义

语法隐喻是系统功能语法的一个重要概念,包括概念隐喻和人际隐喻。人际隐喻可以进一步区分为语气隐喻和情态隐喻。语气隐喻是指语气系统的非一致式体现。语气隐喻在广告语篇中的恰当运用,有助于广告目标的实现。     

从概念语法隐喻角度分析古代汉语——兼论形容词的词类活用

从系统功能语法的角度出发,韩礼德将语法隐喻分为概念语法隐喻(ideational metaphors)和人际语法隐喻(interpersonal metaphors).和词汇隐喻一样,语法隐喻也是一种语义变化现象.韩礼德同时区分了语法结构对语义的两种体现关系,一种是一致式体现(congruent realization),另一种是非一致式体现(incongruent realization).本文试以古代汉语为例,来探讨概念语法隐喻与古代汉语形容词活用的关系,以此分析不同词性之间的转化与隐喻思维的关系,从而有效地运用这种方法来理解和学习古代汉语.     

英语教学中的隐喻文化

隐喻深深地根植于人们的文化体验.并表现为具体的语言形式.隐喻普遍存在于日常生活中,是语言与文化紧密联系的部分.同时也反映语言与人类思维、认知的关系.不同文化背景下的隐喻有其共性与差异.因此.通过隐喻进行文化教学是英语教学的必要途径.     

中西方文化中隐喻的普遍性与差异性探析

隐喻不只是一种语言现象,而是语言中反映出来的人类的认知方式和生存方式.对于客观世界的共同体验提供了不同文化社团的成员具有普遍性的隐喻系统的基础和潜能;但是文化是形成和孕育隐喻的土壤,不同文化的历史经验和价值观念下业已形成和正在创造着的隐喻必然是有文化差异的.对于中西方文化模式下的隐喻的普遍性和差异性的研究有利于揭示中西方文化模式下人们理解世界和体验世界共性和特性.     

METAPHORS AS KEYS TO CREATIVE THINKING

Metaphors can be seen as analogies which explain new or complex ideas. A good metaphor is enriching and says more than a logical explanation. In creative thinking metaphors are also used to generate ideas. This may be done consciously–as in synectics–or unconsciously, as in hypnosis. A more inclusive way of looking at metaphors is to see them as a part of everyday speech which affects the ways in which people perceive, think and act. Realities and problems are defined by metaphors, although people might not be aware of this, in the same way as fishes learn about the importance of water only if they get out of it. It is possible to speak of a theory of metaphors in creative thinking and problem solving.     

Interpreting Art through Metaphors

This article argues that much of the meaning of artworks comes through metaphors, though we do not always recognise them as such. The argument draws on the work of Lakoff & Johnson, who assert a similar claim about metaphors in general (especially in language). It analyses the notion of a visual metaphor, gives a number of illustrations and claims that, contrary to linguistic metaphors, there can usefully be more than one visual metaphor (‘mixed metaphors’) active in a visual image and that visual metaphors can be interpreted in both directions. Verticality is presented as one basic metaphor in visual images.     

Heart从转喻到隐喻的认知语义解读

转喻与隐喻都是基于经验的思维方式,均为隐藏在语言背后的概念化过程提供了路径,是丰富语言的重要手段。转喻—隐喻之间的区别并不是决然分开的,而是一种互动的层次上的变化。大量隐喻的产生建立在转喻的基础上。作为英汉语言中情感发源地的Heart,其转喻—隐喻的特征在感情表达式中表现的最为清晰。Heart的概念化越具概括性,所含转喻的成分越小,而隐喻意义越突出。但不管如何变化,隐喻的转喻基础仍然存在。     

一类特殊隐喻构建与解读的分析——以主体自洽原则为视角

隐喻是一种常见的语言现象,也是人类的一种认知方式。采用主体自洽原则对一类特殊隐喻的构建和解读进行分析,发现施喻者对主体性的把握在这类隐喻的构建和解读中起着至关重要的作用。同时,这类隐喻的目标域也是隐匿的。主体自洽原则为此类隐喻机制的解读提供了恰当的视角。     

Cultural–historical activity theory perspectives on constructing ICT-mediated metaphors of teaching and learning

The identification of personal teaching metaphors is a potentially effective means of assisting pre-service teachers to become reflective teachers. However, although metaphors are often viewed as a way to facilitate self-reflection, teacher education programmes have shed little light on effective communication and collaboration that are essential to enhancing and mediating the construction of metaphors by pre-service teachers. Drawing on cultural historical activity theory (CHAT), this study explores ways of using information and communication technology (ICT) tools in pre-service teacher education to enhance and mediate the construction of metaphors of teaching and learning. Data included Singaporean pre-service teachers’ ICT-mediated teaching metaphors and online messages. Qualitative analysis revealed that ICT-mediated metaphors provided a unique opportunity for pre-service teachers to interact with teacher educators and peers and it empowered them to reflect on the teaching and learning process critically.     

中英文中的亲属关系隐喻

隐喻是人类认知的工具,人类通过亲属关系隐喻来理解世界上的其他关系.亲属关系隐喻的语言表达形式是无穷无尽的,但都源自为数不多的基本概念隐喻.由于人类思维的共性,中文里也有与英文相似的亲属关系隐喻.但中国文化迥异于西方文化,中文里有一些亲属关系隐喻是汉语言文化特有的.     

Mentors, Collaborators, Worlds or Wooden Legs: Some Images of the Role of Computers in Educational Contexts

For most users, including students, the choice of interface metaphors defines the nature, purpose and capabilities of both the computer and its software. In educational contexts the choice of interface metaphors includes consideration of beliefs and theories concerning the nature and purpose of education and the way in which learning takes place. These understandings are modified over time, resulting in changes to the types of metaphors which are felt to be appropriate for educational software. In addition to the choices made deliberately by software designers, most metaphors carry with them a legacy of extraneous understandings or entailments which may not necessarily be in keeping with their intended purposes.This article critically examines a selection of the most common and arguably the most influential of those broader metaphorical conceptions concerning the role of the computer in the classroom which have been responsible for setting the tone of student- com puter interaction. © IFIP, published by Kluwer Academic Publishers     

Literacy models and the reconstruction of history education: a comparative discourse analysis of two lesson plans

This paper compares two theoretical frameworks for understanding the relationship between individual narratives of experience and the wider social and cultural narrative context. The two frameworks are the narrative landscape model of Connelly and Clandinin and a tool-based framework derived from a neo-Vygotskyan perspective that draws particularly on the work of Wertsch. The paper explores the effects that the fundamental structuring metaphors of landscape and tool have on how we might think about the relationship between individual narratives and social and cultural narrative context. The paper argues that we need to be critically reflective about the metaphors we use and not allow them to become naturalized. It also argues that this is best achieved by exploring alternative metaphors.     

俄语比喻的文化解读及其汉译

从文化视角看 ,俄语比喻有特定的文化内涵及其翻译方法 ,即喻体移植法 ,喻体替换法和喻体舍弃法。对此进行探讨 ,旨在提高对俄语比喻的理解和翻译能力。     

房地产广告中的隐喻及其蕴含的文化价值观

在探讨隐喻的运行机制的基础上,文章将英汉房地产广告中的常见喻体分类整理并探讨其中所蕴含的文化价值。研究结果发现:生活、景色、家园、身份、地段、设计、价值是房地产广告中的常见喻体;广告中的隐喻与不同文化传统有着紧密的联系,折射出中西方相似和相异的文化价值观。