Errors in the Understanding and Using of Metaphors

chaixingzi

注：下文是我的一份论文的结论。

we can claim that developing learners’ metaphorical competence can reduce the errors committed in both field significantly. The learner has to be aware of the metaphorical structuring in the target language to be conceptually fluent and to be free of errors. Learners need not only grammatically correct, more important, they have to be conceptually correct, which is the ultimate way to reduce errors and achieve native-likeness.
However the issue of developing learner’s metaphorical competence has long been neglected due to the wrong concepts of metaphor as a rhetoric tool and the ignorance that the language itself is metaphorically structured. Developing the metaphorical competence is a hard nut to crack because of the differences in metaphorical structuring between L1 and L2. Here are several suggestions for both teachers and learners:
(1)  Language teaching is not merely the transmission of linguistic knowledge, what’s more, learners should accommodate themselves to the conceptual system in the target language. Special attention should be given to their conceptual models.
(2)  Errors are indices of the development of learners’ IL system. Metaphorical errors committed by learners should be seen as the general development of their metaphorical competence, so learners are encouraged to make use of their metaphorical potentials.
(3)  Metaphorical competence should be juxtaposed with linguistic competence and communicative competence. The three competences should be combined together.

agldacheng

很深奥哦,大家来学习一下.

luhmann

引用第0楼chaixingzi

(1)  Language teaching is not merely the transmission of linguistic knowledge, what’s more, learners should accommodate themselves to the conceptual system in the target language. Special attention should be given to their conceptual models.
.......

What do you think about this:

..., moreover, learners should adapte themselves to the semantic networks, especially conceptual models, in the target language.

...

jinjin1996

来个注释：）
该论文应该是关于隐喻与二语习得之间的关系的。隐喻是目前语言学研究的一个热点，这里的隐喻非修辞学里面的隐喻，而是指一种思维模式，也许是人所特有的思维模式。举个例子，“股票上涨了！”在这句话里面，“上涨”就是一个隐喻，以水之现象映射股巿现象。而像“知识是食物”这样的隐喻被称为“概念隐喻”，因为是它构成了许多语言现象的基础，例如，今天课的内容比较多，你们要好好“消化”。学英语不要太急功近利，贪多“嚼不烂”。好书要慢慢“品尝”。另外还有“语法隐喻”，这就更专业了。目前大多数人认为，隐喻既有共性，也有个性，或说民族性，所以，隐喻便与二语习得挂上钩了。总之，隐喻研究已从理论探讨开始走向实际运用，不仅语言教学，甚至人工智能领域都已出现它的身影。
下面再从语言学习的角度谈谈对本文的看法。已经是凌晨两点多了，就说一点，当然是缺点：）。
语言重复较多，例如，前三句话就出现了三次“learner”。