ICM理論視角下英語專業(yè)教材中的轉(zhuǎn)喻及其對教學實踐的啟示.pdf

1、暨南大學暨南大學碩士學位論文士學位論文MetonymiesinEnglishMajTextbooksfromthePerspectiveofICMTheyTheirRelevationtoTeachingPracticeICM理論視角下英語專業(yè)教材中的轉(zhuǎn)喻及其對教學實踐的啟示作者姓名：徐一飛指導教師姓名及學位、職稱：劉森林博士副教授學科、專業(yè)名稱：外國語言文學、外國語言學及應用語言學學位類型：學術(shù)學位學位類型：學術(shù)學位論文提交日期：論文

2、答辯日期：答辯委員會主席：論文評閱人：學位授予單位和日期：暨南大學碩士學位論文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