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題名 隱喻及轉喻對英語為外語學習者之教學成效：以情緒語言為例
The effects of teaching EFL learners metaphor and metonymy: With reference to emotion expressions
作者 陳怡蓁
Chen, Yi Chen
貢獻者 賴惠玲
Lai, Huei Ling
陳怡蓁
Chen, Yi Chen
關鍵詞 隱喻
轉喻
譬喻能力
概念引喻
隱喻映射
文化普同性及差異性
Metaphor
Metonymy
Metaphoric competence
Conceptual metaphor
Metaphoric mapping
Cultural universality and specificity
日期 2011
上傳時間 4-Sep-2013 14:48:02 (UTC+8)
摘要 隱喻及轉喻被廣泛的使用在日常生活語言中。認知語言學主張：隱喻及轉喻實為人類思想與溝通的中心。因此，語言學習者必須具備覺察及理解用以表示抽象概念的隱喻及轉喻用語的能力。然而，因為語言及文化的顯著差異，第二語言學習者在發展溝通能力時，也應培養譬喻能力。
許多學者提出各式教學方法。現存文獻中，使用以概念引喻為主的教學方式，著重於點出用以對比的兩者間之相對特徵，已獲得實驗證實能提升語言學習者之覺察能力、理解能力、及記憶力。然而此教學方法忽略了語言文化間的差異填補，亦輕忽了轉喻的重要性。另一方面，使用隱喻映射為主的教學方式，能藉由實體映射及知識映射有系統條理的闡述用以對比的兩者間之對照關係，不僅有助於彌補因文化不同而造成的認知差異，亦將轉喻與譬喻視為同等重要。因而以隱喻映射為主的教學方式被認為是具備潛力的教學方法，但仍缺少實證。
本論文旨在以實證方式，研究以概念引喻及以隱喻映射為主的兩種教學方式對於以英語為外語學習者在覺察能力、理解能力、及記憶力之學習成效。共有115位、分別來自一般大學及科技大學之大學一年級學生參與本實驗。參與者分成兩組，分別接受兩種教學方式。實驗分兩週進行：第一週先完成電腦化的譬喻能力測驗之前測，接著進行教學，第二週則進行電腦化的譬喻能力測驗之後測。測驗之結果則經由量化及質化方式進行分析。
實驗結果發現：兩種教學方式均對於參與者在覺察能力、理解能力、及記憶力有正面成效。然而儘接受以隱喻映射為主之教學方式的參與者在覺察能力測驗中獲得顯著進步，特別是對於不包含體驗性描述的轉喻性隱喻及隱喻用語，表現尤佳。至於理解力測驗部分，以隱喻映射為主之教學方式對於解讀含有文化差異性的用語特別有助益。另一方面，相較兩組教學方式的表現成果而言，以隱喻映射為主之教學方式造成參與者的學習成果呈現較一致且穩固的成長。總而言之，以隱喻映射為主之教學方式因為提供了具結構性、系統性及邏輯性的映射過程，而促進學習者較容易覺察包含抽象概念的譬喻用語，克服因文化差異性而造成的理解困難，及獲致較穩固的學習成長。
本研究為以英語為外語學習者在學習譬喻用語—包含隱喻及轉喻—上提供了三點貢獻。其一，透過學習者培養譬喻能力之實驗成果，直接教學方式對於第二語言習得的效益再次獲得證實。其二，本實驗成果顯示：轉喻與隱喻實為密不可分的兩種概念，在教學過程中應把轉喻列為與隱喻一樣重要。其三，學習者的中介語包含了語言的普同性及差異性概念，因此應被視為連續體而非階段性結構；在設計教學教材時，應把此連續體的概念併入考量。總結而言，本實驗的成果不只在應用語言學領域提出見解，亦在第二語言習得領域有所貢獻。
Metaphor and metonymy, pervasively found in everyday language, has been shown by cognitive linguistic research to lie at the heart of human thought and communication. Thus, ability to notice and comprehend metaphoric and metonymic expressions in expressing abstract concepts is indispensible for language users. However, since languages and cultures vary in a wide array of ways to employ metaphor and metonymy, L2 learners should develop metaphoric competence along with communicative competence.
Various methods to develop L2 learners’ metaphoric competence have been proposed. In the extant literature, instruction involving conceptual metaphors (CM), which focuses on correspondences of general traits, has been proved effective in raising learners’ awareness, comprehension, and retention for Hungarian and Dutch EFL learners. Its effectiveness in Chinese speaking context is worth attested empirically. On the other hand, metaphoric mappings, which illustrate both ontological mappings and epistemic mappings of two concepts in more systematic and detailed manners, offer a promising method for EFL language learning. Hence, instruction involving metaphoric mappings (MM) is assumed to be more effective than instruction of CM. The effectiveness of such a method is also worth attested empirically.
The present study aimed to test the effects of CM and MM on EFL learners’ awareness, comprehension, and retention of metaphoric and metonymic expressions with empirical evidence from a carefully-designed experiment. Finer-grained analyses on three important issues were provided: first, an in-depth examination of the intricate interaction of metonymy and metaphor as a continuum, and its influences on figurative language learning was conducted. Second, cultural universality and specificity among languages and the different degrees of difficulties for EFL learners in transferring expressions between L2 and L1 were also investigated. Third, whether structural and logical mappings between languages and cultures could assist learners to better grasp abstract concepts was examined.
The participants included 115 Taiwanese EFL learners, who were freshmen of a general university and a four-year technological university. The English proficiency of the former group was high-intermediate and that of the latter was low-intermediate. The experiment contained three phases: pre-teaching, teaching and post-teaching. The participants were divided into two sub-groups: one received instruction involving CM, and the other received instruction involving MM. They were asked to complete the computerized metaphoric competence test before and after receiving instructions. The results of the tests were collected and analyzed both quantitatively and qualitatively.
The results showed that both instructions could lead to better awareness, comprehension, and retention. However, only the participants of the MM groups performed significantly better in the posttest regarding the Awareness Test, especially in finding metonymic-metaphoric and metaphoric expressions that contained no bodily descriptions, the two categories which were considered the most abstract among the expressions. Regarding the Comprehension Test, MM instruction was found to be especially beneficial for the participants in interpreting expressions involving cultural-specific conceptual metaphors. Moreover, MM instruction resulted in convergent effects in the participants’ performances and led toward relatively more consistent and steady progress. To conclude, MM instruction, with its structural, systematic, and logical mapping processes, was found to be especially helpful in facilitating learners’ awareness of expressions involving more abstract concepts, overcoming difficulties caused by cultural specificity, and leading to longer-term effects on retention.
The present study sheds light on the application of metaphor and metonymy to EFL teaching and learning of figurative language in three aspects. First, that explicit instructions on second language acquisition carry beneficial effects is validated for the development of learners’ metaphoric competence in the target language. In addition, metonymy is suggested as equally important as metaphor, and should be included in EFL language learning programs. Moreover, that learners’ interlanguage system is a continuum encompassing expressions with universal and specific cultural characteristics is also validated. Therefore, designs of EFL teaching materials are suggested to take such a continuum into consideration. In brief, the results of the study contribute not only to applied linguistics but also to second language acquisition.
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描述 博士
國立政治大學
英國語文學研究所
95551506
100
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0095551506
資料類型 thesis
dc.contributor.advisor 賴惠玲zh_TW
dc.contributor.advisor Lai, Huei Lingen_US
dc.contributor.author (Authors) 陳怡蓁zh_TW
dc.contributor.author (Authors) Chen, Yi Chenen_US
dc.creator (作者) 陳怡蓁zh_TW
dc.creator (作者) Chen, Yi Chenen_US
dc.date (日期) 2011en_US
dc.date.accessioned 4-Sep-2013 14:48:02 (UTC+8)-
dc.date.available 4-Sep-2013 14:48:02 (UTC+8)-
dc.date.issued (上傳時間) 4-Sep-2013 14:48:02 (UTC+8)-
dc.identifier (Other Identifiers) G0095551506en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/60011-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學研究所zh_TW
dc.description (描述) 95551506zh_TW
dc.description (描述) 100zh_TW
dc.description.abstract (摘要) 隱喻及轉喻被廣泛的使用在日常生活語言中。認知語言學主張：隱喻及轉喻實為人類思想與溝通的中心。因此，語言學習者必須具備覺察及理解用以表示抽象概念的隱喻及轉喻用語的能力。然而，因為語言及文化的顯著差異，第二語言學習者在發展溝通能力時，也應培養譬喻能力。
許多學者提出各式教學方法。現存文獻中，使用以概念引喻為主的教學方式，著重於點出用以對比的兩者間之相對特徵，已獲得實驗證實能提升語言學習者之覺察能力、理解能力、及記憶力。然而此教學方法忽略了語言文化間的差異填補，亦輕忽了轉喻的重要性。另一方面，使用隱喻映射為主的教學方式，能藉由實體映射及知識映射有系統條理的闡述用以對比的兩者間之對照關係，不僅有助於彌補因文化不同而造成的認知差異，亦將轉喻與譬喻視為同等重要。因而以隱喻映射為主的教學方式被認為是具備潛力的教學方法，但仍缺少實證。
本論文旨在以實證方式，研究以概念引喻及以隱喻映射為主的兩種教學方式對於以英語為外語學習者在覺察能力、理解能力、及記憶力之學習成效。共有115位、分別來自一般大學及科技大學之大學一年級學生參與本實驗。參與者分成兩組，分別接受兩種教學方式。實驗分兩週進行：第一週先完成電腦化的譬喻能力測驗之前測，接著進行教學，第二週則進行電腦化的譬喻能力測驗之後測。測驗之結果則經由量化及質化方式進行分析。
實驗結果發現：兩種教學方式均對於參與者在覺察能力、理解能力、及記憶力有正面成效。然而儘接受以隱喻映射為主之教學方式的參與者在覺察能力測驗中獲得顯著進步，特別是對於不包含體驗性描述的轉喻性隱喻及隱喻用語，表現尤佳。至於理解力測驗部分，以隱喻映射為主之教學方式對於解讀含有文化差異性的用語特別有助益。另一方面，相較兩組教學方式的表現成果而言，以隱喻映射為主之教學方式造成參與者的學習成果呈現較一致且穩固的成長。總而言之，以隱喻映射為主之教學方式因為提供了具結構性、系統性及邏輯性的映射過程，而促進學習者較容易覺察包含抽象概念的譬喻用語，克服因文化差異性而造成的理解困難，及獲致較穩固的學習成長。
本研究為以英語為外語學習者在學習譬喻用語—包含隱喻及轉喻—上提供了三點貢獻。其一，透過學習者培養譬喻能力之實驗成果，直接教學方式對於第二語言習得的效益再次獲得證實。其二，本實驗成果顯示：轉喻與隱喻實為密不可分的兩種概念，在教學過程中應把轉喻列為與隱喻一樣重要。其三，學習者的中介語包含了語言的普同性及差異性概念，因此應被視為連續體而非階段性結構；在設計教學教材時，應把此連續體的概念併入考量。總結而言，本實驗的成果不只在應用語言學領域提出見解，亦在第二語言習得領域有所貢獻。		zh_TW
dc.description.abstract (摘要) Metaphor and metonymy, pervasively found in everyday language, has been shown by cognitive linguistic research to lie at the heart of human thought and communication. Thus, ability to notice and comprehend metaphoric and metonymic expressions in expressing abstract concepts is indispensible for language users. However, since languages and cultures vary in a wide array of ways to employ metaphor and metonymy, L2 learners should develop metaphoric competence along with communicative competence.
Various methods to develop L2 learners’ metaphoric competence have been proposed. In the extant literature, instruction involving conceptual metaphors (CM), which focuses on correspondences of general traits, has been proved effective in raising learners’ awareness, comprehension, and retention for Hungarian and Dutch EFL learners. Its effectiveness in Chinese speaking context is worth attested empirically. On the other hand, metaphoric mappings, which illustrate both ontological mappings and epistemic mappings of two concepts in more systematic and detailed manners, offer a promising method for EFL language learning. Hence, instruction involving metaphoric mappings (MM) is assumed to be more effective than instruction of CM. The effectiveness of such a method is also worth attested empirically.
The present study aimed to test the effects of CM and MM on EFL learners’ awareness, comprehension, and retention of metaphoric and metonymic expressions with empirical evidence from a carefully-designed experiment. Finer-grained analyses on three important issues were provided: first, an in-depth examination of the intricate interaction of metonymy and metaphor as a continuum, and its influences on figurative language learning was conducted. Second, cultural universality and specificity among languages and the different degrees of difficulties for EFL learners in transferring expressions between L2 and L1 were also investigated. Third, whether structural and logical mappings between languages and cultures could assist learners to better grasp abstract concepts was examined.
The participants included 115 Taiwanese EFL learners, who were freshmen of a general university and a four-year technological university. The English proficiency of the former group was high-intermediate and that of the latter was low-intermediate. The experiment contained three phases: pre-teaching, teaching and post-teaching. The participants were divided into two sub-groups: one received instruction involving CM, and the other received instruction involving MM. They were asked to complete the computerized metaphoric competence test before and after receiving instructions. The results of the tests were collected and analyzed both quantitatively and qualitatively.
The results showed that both instructions could lead to better awareness, comprehension, and retention. However, only the participants of the MM groups performed significantly better in the posttest regarding the Awareness Test, especially in finding metonymic-metaphoric and metaphoric expressions that contained no bodily descriptions, the two categories which were considered the most abstract among the expressions. Regarding the Comprehension Test, MM instruction was found to be especially beneficial for the participants in interpreting expressions involving cultural-specific conceptual metaphors. Moreover, MM instruction resulted in convergent effects in the participants’ performances and led toward relatively more consistent and steady progress. To conclude, MM instruction, with its structural, systematic, and logical mapping processes, was found to be especially helpful in facilitating learners’ awareness of expressions involving more abstract concepts, overcoming difficulties caused by cultural specificity, and leading to longer-term effects on retention.
The present study sheds light on the application of metaphor and metonymy to EFL teaching and learning of figurative language in three aspects. First, that explicit instructions on second language acquisition carry beneficial effects is validated for the development of learners’ metaphoric competence in the target language. In addition, metonymy is suggested as equally important as metaphor, and should be included in EFL language learning programs. Moreover, that learners’ interlanguage system is a continuum encompassing expressions with universal and specific cultural characteristics is also validated. Therefore, designs of EFL teaching materials are suggested to take such a continuum into consideration. In brief, the results of the study contribute not only to applied linguistics but also to second language acquisition.		en_US
dc.description.tableofcontents TABLE OF CONTENTS


Acknowledgement iii
Chinese Abstract x
English Abstract xii

CHAPTER 1 INTRODUCTION 1
Background of the Study 1
Motivations of the Study 3
Current Trend of Language Acquisition Theory 3
Cultural Similarities and Specificities for L2 Learners 5
Importance and Pervasiveness of Metonymy 6
Definition of Terms 8
Figurative Expressions 8
Metaphoric Competence 8
Rationales of the Study and Research Questions 12
Significance of the Study 15
Organization of the Present Study 17

CHAPTER 2 THEORETICAL BACKGROUND AND RESEARCH HYPOTHESES 19
Metaphor and Metonymy 19
Metaphor Theories 19
Metonymy Theories 22
Relationship between Metaphor and Metonymy 23
Metaphor and Metonymy of Emotions 24
Metaphor and Metonymy of Anger 25
Metaphoric Metonymy and Metonymic Metaphor of Anger 27
Metaphor and Metonymy of Happiness 29
Metaphoric Metonymy and Metonymic Metaphor of Happiness 30
Metonymy-Metaphor Continuum of Anger and Happiness 32
Metaphor and Metonymy of Emotions in Other Languages 33
Metaphor and Metonymy of Anger in Chinese 34
Metaphor and Metonymy of Happiness in Chinese 38
Universality and Specificity 41
Possible Relations of Metaphoric and Metonymic Expressions across Languages 42
Possible Relations of Metaphoric and Metonymic Expressions in English and Chinese 44
Learning Metaphor and Metonymy in L2 Context 46
Cognitive Linguistic Viewpoints on Second Language Acquisition 50
Teaching Figurative Language through Awareness-Raising Activities 51
Comprising Teaching Method for L2 learners 55
Rationales and Hypotheses 57

CHAPTER 3 METHODOLOGY 65
Pilot Studies 65
Pilot Study I 65
Pilot Study II 69
Pilot Study III 74
Main Study 79
Rationales of Research Design 79
Participants 83
Instruments 88
Procedures 95
Data Collection and Analysis 99

CHAPTER 4 RESULTS AND DISCUSSION 101
Results of the Awareness Test 101
Ability to Recognize Metaphors and Metonymies 102
Ability to Recognize Metaphors and Metonymies on the Continuum 112
Ability to Recognize Metaphors and Metonymies with Bodily Descriptions 115
Summary of the Results of the Awareness Test 121
Discussions of the Awareness Test 122
Individual Differences on Cognitive Style 122
Individual Differences on Proficiency Level 124
Results of the Comprehension Test 126
Inter-rater reliability 126
Ability to Comprehend Metaphors and Metonymies 127
Ability to Comprehend Metaphors and Metonymies of Different Possibilities 130
Qualitative Analyses of the Comprehension Test 133
Sentences Belonging to Possibility One 133
Sentences Belonging to Possibility Two 138
Sentences Belonging to Possibility Three 144
Sentences Belonging to Possibility Four 148
Summary of the Results of the Comprehension Test 153
Discussions of the Comprehension Test 153
L1-transfer Interference 153
Extraneous Factors 156
Difficulty Levels of the Four Possibilities 158

CHAPTER 5 CONCLUSIONS 161
Answers to the Research Questions 161
The First Research Question 161
The Second Research Question 163
The Third Research Question 166
Implications 168
Beneficial Effects of Explicit Teaching on SLA 168
Insights into Metaphor-metonymy Continuum 170
Insights into Interlanguage System of L2 Acquisition 172
Insights into Cultural Universality and Specificity 173
Teaching Materials for EFL Learners 176
Limitations and Future Study 178
Variables of Cognitive Styles 178
Control of Extraneous Variables 179
Control of Test Validity 181
Ability to Produce L2 Metaphor 182

APPENDICES 187
Appendix 1 Awareness Test Used in the Second Pilot Study 187
Appendix 2 Comprehension Test Used in the Second Pilot Study 190
Appendix 3 Production Test Used in the Second Pilot Study 192
Appendix 4 Teaching Materials of the Second Pilot Study 194
Appendix 5 Handout with subtitles made of metaphoric themes (conceptual metaphor) 195
Appendix 6 Handout with subtitles made of metaphoric mappings 196
Appendix 7 Criteria Used in the Second Pilot Study to Evaluate Answers of the Comprehension Test 197
Appendix 8 Test Items of the Awareness Test Used in the Third Pilot Study and the Main Study 198
Appendix 9 Test Items of the Comprehension Test Used in the Third Pilot Study and the Main Study 200
Appendix 10 Production Test Used in the Third Pilot Study 201
Appendix 11 Test Items Distributions of the Awareness Test in the Main Study 202
Appendix 12 Test Items Distributions of the Comprehension Test in the Main Study 204
Appendix 13 The PowerPoint Slides Used during the Teaching Phase in the Main Study (for the CM Group) 205
Appendix 14 The PowerPoint Slides Used during the Teaching Phase in the Main Study (for the MM Group) 208

REFERENCES 211		zh_TW
dc.format.extent 2754727 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0095551506en_US
dc.subject (關鍵詞) 隱喻zh_TW
dc.subject (關鍵詞) 轉喻zh_TW
dc.subject (關鍵詞) 譬喻能力zh_TW
dc.subject (關鍵詞) 概念引喻zh_TW
dc.subject (關鍵詞) 隱喻映射zh_TW
dc.subject (關鍵詞) 文化普同性及差異性zh_TW
dc.subject (關鍵詞) Metaphoren_US
dc.subject (關鍵詞) Metonymyen_US
dc.subject (關鍵詞) Metaphoric competenceen_US
dc.subject (關鍵詞) Conceptual metaphoren_US
dc.subject (關鍵詞) Metaphoric mappingen_US
dc.subject (關鍵詞) Cultural universality and specificityen_US
dc.title (題名) 隱喻及轉喻對英語為外語學習者之教學成效：以情緒語言為例zh_TW
dc.title (題名) The effects of teaching EFL learners metaphor and metonymy: With reference to emotion expressionsen_US
dc.type (資料類型) thesisen
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