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| 題 名 | 以概念隱喻角度為中心析論《當代中文課程》五、六冊之熟語類型=A Study in Analyzing Idioms from the Perspective of Conceptual Metaphors |
|---|---|
| 作 者 | 楊雁婷; 郭妍伶; | 書刊名 | 明新學報 |
| 卷 期 | 47 2024[民113] |
| 頁 次 | 頁(8)1-(8)16 |
| 分類號 | 802.183 |
| 關鍵詞 | 概念隱喻; 當代中文課程; 熟語; 高級華語; 認知科學; Conceptual metaphor; A Course in Contemporary Chinese; Idioms; Advanced Chinese; Cognitive science; |
| 語 文 | 中文(Chinese) |
| 中文摘要 | 隨著二十世紀認知科學的興起,概念隱喻的理論發展逐漸受到關注。隱喻與認知的關係遍及思維、行為和語言之中,透過隱喻能呈現人類的心智活動及思考過程;而「熟語」具有特殊且固定的語言形式,對華語學習者而言,是富含多樣性色彩的漢語結構,有時無法從字面義確切掌握其真正意涵。因此,透過概念隱喻的角度,教師針對隱喻的主體進行闡述、引導,使學習者意識到處於不同文化的環境,降低用字遣詞發生偏誤的情形,引導建立字面意義和文化意義的新關係,同時培養華語的思維能力。《當代中文課程》是目前流通普及、使用率高的華語教材,其第五、六冊出現的熟語數量多,預設學習者程度係符合TOCFL C1、C2之間。本文擬以《當代中文課程》第五冊、第六冊為研究對象,針對編列的140個熟語,以概念隱喻的視角,觀察來源域及目標域的映射過程,試圖以不同的途徑提升學習者的隱喻意識,並檢視教材的設計是否依循編寫原則,藉此促進熟語之學習與記憶成效。 |
| 英文摘要 | With the rise of cognitive science in the twentieth century, the theoretical development of conceptual metaphor has gradually received attention. The relationship between metaphor and cognition pervades thinking, behavior, and language. Metaphors can present human mental activities and thinking processes, and "idioms" have particular and fixed language forms rich in content for Chinese learners. With the diverse and abundant Chinese structures, sometimes it is impossible to grasp the true meaning from the literal sense. Therefore, through the perspective of conceptual metaphor, the teacher elaborates and guides the subject of the metaphor, making learners aware of being in a different cultural environment, reducing errors in word usage, and guiding the establishment of a new relationship between literal meaning and cultural meaning. At the same time, develop Chinese thinking skills. "A Course in Contemporary Chinese " is a Chinese language textbook widely circulated and used. The fifth and sixth volumes of its volumes contain a large number of idioms, and the preset learner level is between TOCFL C1 and C2. This article intends to use the fifth and sixth volumes of " A Course in Contemporary Chinese " as the research object. Focusing on the 140 idioms compiled from the perspective of conceptual metaphor, we observe the mapping process of the source and target domains, trying to improve learners in different ways. Awareness of metaphors and examine whether the design of teaching materials follows the writing principles, thereby promoting the effectiveness of learning and memorizing idioms. |
本系統中英文摘要資訊取自各篇刊載內容。