隐喻能力和英语水平的相关性
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摘要
本篇论文报告了对国内英语专业三年级学生所做的一次实证性研究，其目的是调查汉语为母语、且有一定基础的英语学生的隐喻能力情况，探讨隐喻能力与英语水平之间的相关性，从而使人们认识到提高隐喻能力对英语学习的重要性。本试验是国内第一个对中国英语学习者进行的较大范围的“隐喻能力测试”。
本文主要深入探讨了认知语言学这一新兴领域中的一个新概念：隐喻能力，强调了它对英语学习的重要性。尽管这个概念目前还不广为人知，但它对外语教学的深刻意义必将使它越来越受到国内外语言专家的重视。由于目前大部分人对这一概念认识都比较浅显，英语学习过程中许多突出问题原本可以从这一角度着手解决的，都尚未引起研究者们的注意。比如：具有多年外语学习经验的学习者，其语言中仍有一种“不自然、做作”；即使词汇量很大的学生，仍然无法理解某些看似简单但含有隐喻意义的短语。
在文献综述部分，作者首先论述了现代认知语言学的隐喻理论，指出：本文中的隐喻并不是原来意义的隐喻修辞格，而是指人们的概念系统中一种跨域的映射。它是人们认识世界的一种方式，并且反过来影响着人们的认知。根据这种理论，隐喻几乎无处不在。
接着，文章给出了多家学者对隐喻能力的定义，大多数学者将它定义为理解、解释和创造隐喻的能力。英国女学者Jeanette Littlmore给出的定义最具有可操作性：她认为隐喻能力包含四种成分：1）产生隐喻的独创性 2) 解释隐喻的流利性 3）在隐喻中发现意义的能力 4）在隐喻中发现意义的速度。本实验采用Littlemore这种定义。文章还阐述了隐喻能力和语言能力、交际能力的区分，指出它们是各语言学家从不同的角度提出的三个概念，既有区别，又有共同点，三者互不可分又互相补充。文章又指出隐喻能力在语言能力和交际能力等方面均能促进二语学习者的学习，并且引用前人所做的实验来支持自己的观点。
然后，文章介绍了实验的情况。实验采用了隐喻能力试卷（在国外专家已有试卷的基础上改进而成）来测试学生的隐喻能力，用全国大学英语考试四级（CET-4）的成绩作为英语水平的度量，同时收集英语形式出现的隐喻和以汉语形式出现的隐喻所
得分数的情况，然后使用社会科学统计软件包(SPSS, 10.0版本)对所收集数据进行处理。主要统计步骤是：
1．获取学生隐喻能力的描述性统计量。
2．获取隐喻能力以及英语考试成绩的斯皮尔曼等级相关系数(Spearman rank correlation coefficient)，揭示其相关情况。
3．计算出隐喻能力测试成绩对英语学习成绩的线性回归模型(linear regression model)，揭示其对学习成绩变异的解释能力。
4．对英语形式的隐喻和汉语形式的隐喻在所得分数上进行T检验，探索两者的所得分数有无显著性差异。
通过以上统计手段，本文得出如下结论：
1．隐喻能力测试成绩与英语学习的成绩表现出显著的正相关。
2．隐喻能力测试中，英语部分所得分数与汉语部分所得分数没有显著差异；从而说明所测的隐喻能力是一种认知方面的能力，而非语言能力。
3．所调查学生的隐喻能力普遍较差。
文章还依据实验情况，对英语教学提出了一些见解，建议教师在教学中要关注隐喻的教育功能；从认知的角度进行英语文化教学；积极吸取隐喻研究的成果并应用于教学实践中，如：向学生解释各种语言现象背后的理据，甚至编写一部英语理据词典等等。建议学习者在英语学习中敢于冒险, 多使用隐喻; 有意识地、积极地、系统的学习目标语文化等等。
文章中论述的研究在国内不多见，对国内外英语教学和研究，具有一定的现实指导意义，同时，其研究方法也可用于其它语种的类似实验。本文的另一个新意还在于将认知语言学的研究成果与外语教学结合起来，使得语言学研究中的前沿理论能较快地应用到教学实践中去。同时，本文的主要结论：隐喻能力与英语水平有着显著的相关性，也使得诸多前人的纯理论论述第一次得到了实证性的证实。本实验的第三个发现，目前中国英语学习者的隐喻能力普遍较差，非常有警示意义。希望这一发现能促使国内的英语教师重视学生隐喻能力的发展，并采取一些切实措施来提高学生的这种能力。
I would like to express my heart-felt gratitude to Professor Yu Bai-xiang, my supervisor, who has not only provided me with many reference books and access to relevant data from students and helped me carry out this investigation, but also given me invaluable comments and guidance in my writing of this paper.
I am also obliged to Professor Pan Yong-liang, Professor Yan Chen-song, Professor Li Shao-shan, Professor Li Jing-wei, Professor Cheng Gong, Professor Xue Hanrong, Doctor Pu Jian-zhong, Doctor Cai Jin-ting and Doctor Zhao Wei-bin, whose enlightening lectures and researching methods have benefited me immensely in the two-and-half-year postgraduate program.
Finally, my special thanks go to the 65 undergraduates (Grade 98) of Department Six in NUDT. Without their contribution of tests, this research would not be possible. Their names, though left out in the paper, will be remembered in the heart of the author. I also want to give my gratitude to my husband and family, who are always standing with me whenever I need them.
本文主要深入探讨了认知语言学这一新兴领域中的一个新概念：隐喻能力，强调了它对英语学习的重要性。尽管这个概念目前还不广为人知，但它对外语教学的深刻意义必将使它越来越受到国内外语言专家的重视。由于目前大部分人对这一概念认识都比较浅显，英语学习过程中许多突出问题原本可以从这一角度着手解决的，都尚未引起研究者们的注意。比如：具有多年外语学习经验的学习者，其语言中仍有一种“不自然、做作”；即使词汇量很大的学生，仍然无法理解某些看似简单但含有隐喻意义的短语。
在文献综述部分，作者首先论述了现代认知语言学的隐喻理论，指出：本文中的隐喻并不是原来意义的隐喻修辞格，而是指人们的概念系统中一种跨域的映射。它是人们认识世界的一种方式，并且反过来影响着人们的认知。根据这种理论，隐喻几乎无处不在。
接着，文章给出了多家学者对隐喻能力的定义，大多数学者将它定义为理解、解释和创造隐喻的能力。英国女学者Jeanette Littlmore给出的定义最具有可操作性：她认为隐喻能力包含四种成分：1）产生隐喻的独创性 2) 解释隐喻的流利性 3）在隐喻中发现意义的能力 4）在隐喻中发现意义的速度。本实验采用Littlemore这种定义。文章还阐述了隐喻能力和语言能力、交际能力的区分，指出它们是各语言学家从不同的角度提出的三个概念，既有区别，又有共同点，三者互不可分又互相补充。文章又指出隐喻能力在语言能力和交际能力等方面均能促进二语学习者的学习，并且引用前人所做的实验来支持自己的观点。
然后，文章介绍了实验的情况。实验采用了隐喻能力试卷（在国外专家已有试卷的基础上改进而成）来测试学生的隐喻能力，用全国大学英语考试四级（CET-4）的成绩作为英语水平的度量，同时收集英语形式出现的隐喻和以汉语形式出现的隐喻所
得分数的情况，然后使用社会科学统计软件包(SPSS, 10.0版本)对所收集数据进行处理。主要统计步骤是：
1．获取学生隐喻能力的描述性统计量。
2．获取隐喻能力以及英语考试成绩的斯皮尔曼等级相关系数(Spearman rank correlation coefficient)，揭示其相关情况。
3．计算出隐喻能力测试成绩对英语学习成绩的线性回归模型(linear regression model)，揭示其对学习成绩变异的解释能力。
4．对英语形式的隐喻和汉语形式的隐喻在所得分数上进行T检验，探索两者的所得分数有无显著性差异。
通过以上统计手段，本文得出如下结论：
1．隐喻能力测试成绩与英语学习的成绩表现出显著的正相关。
2．隐喻能力测试中，英语部分所得分数与汉语部分所得分数没有显著差异；从而说明所测的隐喻能力是一种认知方面的能力，而非语言能力。
3．所调查学生的隐喻能力普遍较差。
文章还依据实验情况，对英语教学提出了一些见解，建议教师在教学中要关注隐喻的教育功能；从认知的角度进行英语文化教学；积极吸取隐喻研究的成果并应用于教学实践中，如：向学生解释各种语言现象背后的理据，甚至编写一部英语理据词典等等。建议学习者在英语学习中敢于冒险, 多使用隐喻; 有意识地、积极地、系统的学习目标语文化等等。
文章中论述的研究在国内不多见，对国内外英语教学和研究，具有一定的现实指导意义，同时，其研究方法也可用于其它语种的类似实验。本文的另一个新意还在于将认知语言学的研究成果与外语教学结合起来，使得语言学研究中的前沿理论能较快地应用到教学实践中去。同时，本文的主要结论：隐喻能力与英语水平有着显著的相关性，也使得诸多前人的纯理论论述第一次得到了实证性的证实。本实验的第三个发现，目前中国英语学习者的隐喻能力普遍较差，非常有警示意义。希望这一发现能促使国内的英语教师重视学生隐喻能力的发展，并采取一些切实措施来提高学生的这种能力。
I would like to express my heart-felt gratitude to Professor Yu Bai-xiang, my supervisor, who has not only provided me with many reference books and access to relevant data from students and helped me carry out this investigation, but also given me invaluable comments and guidance in my writing of this paper.
I am also obliged to Professor Pan Yong-liang, Professor Yan Chen-song, Professor Li Shao-shan, Professor Li Jing-wei, Professor Cheng Gong, Professor Xue Hanrong, Doctor Pu Jian-zhong, Doctor Cai Jin-ting and Doctor Zhao Wei-bin, whose enlightening lectures and researching methods have benefited me immensely in the two-and-half-year postgraduate program.
Finally, my special thanks go to the 65 undergraduates (Grade 98) of Department Six in NUDT. Without their contribution of tests, this research would not be possible. Their names, though left out in the paper, will be remembered in the heart of the author. I also want to give my gratitude to my husband and family, who are always standing with me whenever I need them.
引文
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