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An Experimental Study on Conceptual Metaphor: Food-related Words in Mandarin Chinese and their Pedagogical Applications
Huichen S. Hsiao
IDEAS ARE FOOD
|Abstract:||概念隱喻與人類生活息息相關，除華語母語者於生活中大量使用隱喻進行言語表述外，亦多見於報章雜誌及華語教材中。然而，這些華語母語者習以為常的隱喻卻可能造成華語第二語言學習者的困惑。有鑑於此，本研究以隱喻原則「思想是食物（IDEAS ARE FOOD）」為基礎，從習得實驗出發，旨在瞭解華語學習者母語的隱喻，是否在其學習華語相關詞彙時產生正遷移。並探究隱喻原則的輔助，是否能使學習者更有效地習得詞彙隱喻義。本文亦觀察學習者習得隱喻原則後，能否類推理解屬於同一隱喻原則的其他詞彙之隱喻義。最後，針對含有隱喻義的詞彙提出教學建議。
This study aims to examine whether conceptual metaphors facilitate Chinese vocabulary learning or not. We observed that Chinese native speakers tend to use metaphorical expressions in daily conversation, and most Chinese learners are not familiar with those expressions. Based on the metaphor “IDEAS ARE FOOD,” we investigate the role of conceptual metaphors in second language learning and teaching. Ten related words were applied to perform experiments aimed to enhance the efficiency of vocabulary learning. According to the comparisons between English and Chinese, the ten words could be divided into two groups. The first group consists of words with the same meaning in both languages. The other group includes words that represent different meanings in the two languages. A total of 20 subjects participated in the study. Subjects were Mandarin learners with intermediate or higher level Mandarin proficiency, as well as native-English speakers from the US or Canada. The subjects were divided into two groups, namely, the experimental group and control group. Data collection required participants to perform a pretest, a learning stage and two post-tests. The two groups received separate material during the learning stage. The learning material for the experimental group was a word list organized by conceptual metaphor, while the control group's word list was a traditional one that follows the order of the vocabulary as they appear within the text. The results of the experiments show that (1) there is no significant difference between words with the same meaning and words with different meaning in Chinese and English. (2) The performance of the experimental group is better than that of the control group, which means conceptual metaphor can enhance the efficiency of vocabulary learning. (3) After acquiring mapping principles, one can intelligently guess the meaning of new food metaphor related words. Based on the above results, we suggest that Mandarin teachers place more emphasis on enhancing students’ metaphor awareness. With the help of conceptual metaphor instruction, the efficiency of vocabulary learning will be enhanced.
|Appears in Collections:||學位論文|
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