Acceso usuarios
Ting Ma, Lawrence Jun Zhang, Judy M Parr
研究表明, 提高二语学习者的隐喻意识有助于习得比喻语言、发展语言技能。 然而, 相关研究大多缺乏对隐喻意识测量工具的信度和效度检验, 从而影响测量的真实性以及测量结果的准确性。 此外, 理论和实证研究倾向于将隐喻能力框定在语言隐喻和概念隐喻的范围内, 而忽视了隐喻在话语中的交际功能。 基于此, 本研究开发了两项测试和一份问卷, 用于测量语言、概念和交际维度的隐喻意识, 并对 293 名中高级英语水平的中国英语专业本科生进行了测试。经 Rasch 分析检验, 本研究开发的隐喻意识测试和问卷具有良好的效度和信度。结果表明, 参与本研究的学生最了解隐喻的交际功能, 但很难识别隐喻介词、 副词和形容词以及建立传统概念隐喻的源域和目标域之间的对应关系。本文也讨论该研究结果对二语隐喻意识测量和教学的重要意义。
Studies have shown that raising L2 learners’ metaphor awareness contributes to the acquisition of figurative language, which fosters students’ development of language skills. However, the instruments measuring metaphor awareness, in the majority of relevant research, did not seem to have undergone proper methodological procedures for checking their validity and reliability, thus compromising the authenticity of the measurement and challenging the interpretation of the results from the measurement. In addition, both theoretical and empirical research tends to frame metaphoric competence within the territory of linguistic and conceptual metaphors, neglecting the communicative functions of metaphor in discourse. As an attempt to fill these research gaps, our study developed three instruments—two tests and a questionnaire—for measuring metaphor awareness in the linguistic, conceptual, and communicative dimensions. Administered to 293 Chinese undergraduates at intermediate to advanced English proficiency levels, the instruments demonstrated good validity and reliability, as checked by Rasch analysis. Results showed that the participants were most aware of the communicative functions of metaphor but found it challenging to identify metaphorical prepositions, adverb, and adjectives, and establish the correspondences between the source domain and target domain of conventional conceptual metaphors. We conclude the paper by discussing pedagogical implications in relation to L2 metaphor awareness measurement and instruction.
