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1.
王晓燕 《黑龙江教育学院学报》2011,30(7):165-167
隐喻以及语言输入在二语习得中的重要性已为很多语言学家所认同,在语言学习的过程中,也可将二者视为输入体与载体的关系.而究竟在语言习得和教学中如何进行隐喻输入,仍是值得业界探讨的问题.从大学英语教学中隐喻输入的途径入手,结合教学实践,探索在语言教学中进一步提高语言认知能力的有效方式,对于语言习得大有裨益. 相似文献
2.
在语言的实际应用中,人们可以把动词、形容词转化为名词,把句子转化为词组。这种变化被称作语法隐喻。Halliday(1985)指出,名词化是语法隐喻的主要来源。调查结果表明:使用名词化隐喻是实现英语语篇衔接的重要手段之一,它是语言使用的高级阶段,能增强语篇的语义联系和关联度。 相似文献
3.
Accounts of the so-called 'crisis in professionalism' in teaching and teacher education in recent years have turned on the epistemological undermining of professional knowledge and the problems surrounding the synthesis of theory and practice which underpins teacher performance. It is argued that the concentration on performance in teaching and professional development is to be welcomed, provided that 'performance' is not defined in purely technicist or instrumental terms. In response to the trend towards evidence-informed policy and practice and mechanistic outcome-based educational effectiveness in contemporary educational debate, we conclude - drawing on the 'teaching as artistry' tradition and using arguments drawn from jazz music and insights gained from the jazz metaphor - that teacher professionalism can be enhanced through attention to the intuitive, improvisatory and existentialist spontaneity of teaching as artistic performance. 相似文献
4.
Anne K. Bednar 《Performance Improvement Quarterly》1990,3(2):84-85
Occasionally it is refreshing to catch a view of your field from a new perspective. In a recent article from Adult Education Quarterly, Michael Collins uses prison educational systems as a metaphor for typical practice in adult education, seeing both as accomodative of existing norms rather than emancipatory. The question for performance technologists is whether application of a performance model can produce an emancipatory instructional experience—or is it whether we should all be jailed for our efforts? 相似文献
5.
It is well known that the Conceptual Metaphor Theory is the part of Cognitive Linguistics, and it is the bridge between metaphor and vocabulary learning. By means of the detailed discussion towards types of idioms and comparison of English idioms and Chinese idioms, the thesis analyses how to put conceptual metaphor theory into the practice of teaching Idioms. 相似文献
6.
委婉语中的隐喻机制认知研究 总被引：2，自引：0，他引：2
马红芳 《邵阳学院学报(社会科学版)》2004,3(4):119-121
委婉语是通过一定的措词把原来令人不悦或比较粗俗的事情说得听上去比较得体、比较文雅。委婉语是一种语言的普遍现象 ,许多委婉语是通过隐喻构成的。隐喻把两个属于不同性质和范畴的事物或概念 ,通过联想的媒介加以类比和映射 ,即从一个认知域投射到另一个认知域。文章分析了委婉语中的隐喻机制 ,运用认知语言学观点尝试性地解释了委婉语的认知理据 相似文献
7.
Jonathan Monk 《English in Education》2016,50(2):95-115
Historical attitudes to literary creativity often focus on it as a genetic or innate characteristic. Ericsson's notion of ‘deliberate practice’ and Simon & Chase's ‘ten‐year rule’, however, have shown the importance of sustained practice to achieve high‐level performance. The iceberg illusion of elite performance leaves observers marvelling at the end product without an appreciation of the hours of work beneath the surface. This case study considers how attitudes to student creative writing may be altered by emphasising creative process. Students engaged in creative writing which literalised the iceberg metaphor, placing greater focused on the ‘submerged’ planning, drafting and revision alongside the ‘visible’ end product. Utilising the extended mind hypothesis, student responses demonstrate the importance of planning to order and develop their ideas. The benefits of encouraging an approach to creativity that negates innatist explanations in favour of a growth mindset or deliberate practice approach are evidenced. 相似文献
8.
对英语专业的学生来说,写作中输入隐喻的概念是帮助学生提高写作质量,克服写作中问题的方法之一。要帮助学生建立隐喻恩维,就要从认知概念上着手并加以实践训练,才能增加学生对于这个思维方式的认识和适应,并在将来写作中主动的采用隐喻,以达到激发学生的写作兴趣,改善写作质量的目的。 相似文献
9.
Adrienne Boulton Kit Grauer Rita L. Irwin 《The International Journal of Art & Design Education》2017,36(2):200-214
A great deal has been written about the representational use of metaphor to understand teacher candidates’/new teachers’ conceptions of teacher practice. This article will discuss recent research that explored secondary visual art teacher candidates’/new teachers’ visualising of visual metaphors to provoke their a/r/tographical inquiry into their perceptions of practice. This article engages with the Deleuzian conception becoming as well as the ontology of difference to provoke the reimagination of metaphor in research. We offer new understandings about visualising the visual in research and the methodological implications of relational research practices. 相似文献
10.
教育理论是论证医学教育实践是否合理的基础。据报道,PBL是以坚实的教育原则为依据,并对学生的学习和表现具有强烈的影响。但是,美国伊利诺斯大学医学院教授Colliver博士认为,过去20年的研究尚未对PBL的合理性提供充分的理论依据,他断言,认知理论作为PBL的理论基础,仅仅是一种隐喻。 相似文献
11.
教学隐喻在教学理论和实践中广受关注,其重要原因在于教学隐喻中蕴含着形象、张力、空白和多样等诸多美的因素。丰富的美触动感知、激发想象、牵动情感、促进理解,常常给人美的享受。依据美与真的二重维度,可以将教学隐喻审美分为美在"肌肤"、美在说服、美在认知、美在求真四个层次。 相似文献
12.
王莉莉 《湖南城市学院学报》2012,(3):93-95
比喻是认知语义学范畴的中心研究课题。在鸟瞰比喻研究历史的同时,撷取Lakoff和Johnson相关比喻理论,介绍隐喻在认知语言学中的重要地位。从认知语言学的观点来看,隐喻不仅具有构成概念的性质,同时也是扩展语言表现及其语义认识的手段。 相似文献
13.
John Blewitt 《Environmental Education Research》2005,11(1):71-82
This paper explores the use of metaphor in public policy and learning as a context for a reflective discussion of a nationally funded initiative focusing on the dissemination of good practice in education for sustainable development in the UK’s post‐16 sector. Learning to Last was the first, and so far only, project of its kind. Its conception and management epitomised the use of the toolkit metaphor, and reinforced and reproduced the instrumental rationality characterising educational governance and public management in the UK. The potential for metaphor or metaphorical concepts such as natural capital to articulate and stimulate new ways of thinking and behaving or even possibly offering a glimpse of a paradigmatic shift in institutional policy and practice relating to education and sustainability was not fully realised. 相似文献
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15.
甘阳 《四川三峡学院学报》2013,(2):153-155
将认知隐喻理论应用于英语翻译教学实践中,可以改进教学质量,提高学生的翻译技能。对如何将认知隐喻理论应用于英语翻译教学进行具体和系统的论述,同时对此应用的意义作了详细的阐释。 相似文献
16.
美国当代著名心理学家萨宾是"叙事心理学"的创始人,叙事隐喻思想是从整体上理解并把握萨宾学术思想的关键所在。萨宾叙事隐喻思想的基本内容主要包含两个方面:语境论的世界假设、叙事作为人类行为之深层组织原则及结构。基于此,萨宾的叙事隐喻思想对学校道德教育的启示主要表征为两个层面:一是学校德育必须充分关注人类道德行为发生的深层叙事隐喻,发掘人类道德行为的深层道德语法;二是学校道德教育必须关注叙事隐喻对于德育生命境界的提升及引领功能。萨宾的叙事隐喻思想为深化学校德育理论研究及实践探索提供了新的更深层的分析视域。 相似文献
17.
Rose A. Howard 《Clearing house (Menasha, Wis.)》2013,86(4):155-157
This essay seeks to establish a metaphor of the professional practice of teaching to the attributes and training of an offensive lineman in the game of American football. Effective classroom instruction does not rely exclusively on a rare set of talents but rather rests on the commitment to the work of teaching. Like the position of offensive lineman, the profession of teaching is one of service. And more, it is one in which the person's performance can blossom through intense determination. An invitation is offered to serve as an effective teacher. 相似文献
18.
马泽玉 《南宁师范高等专科学校学报》2008,25(2):42-44
“假朋友”,即源语和目的语中形式相同或相似而意义却完全不同的词、词组、成语及表达方式等,是翻译和理解中的一大陷阱,常造成翻译和理解上的困难和混淆。英语学习者需特别留意隐藏在词汇及习语、比喻和否定的表达方式等方面的假朋友,翻译时多联系上下文进行思考,切忌望文生义,否则很容易造成翻译上的笑话。 相似文献
19.
Bente Elkjaer 《International Journal of Lifelong Education》2013,32(5):481-494
A pragmatic theory of learning is introduced as a possible way of creating organizational learning and learning organizations. This learning theory rests upon what may be termed the inquiry metaphor. Two other metaphors of learning—the knowledge acquisition and the participation metaphor—are introduced as they are mirrored in the literature and in organizational development in practice. It is argued that the important element of organizational learning and learning organizations is the creation of an experimental arena for learning in which employees are able to engage in inquiry into workplace problems and, by doing so, develop their experiences with work and workplaces. 相似文献
20.
This paper explores the relationship between the original and its translation by interpreting Benjamin’s three metaphors from his The Translator’s Task. The exploration starts with the metaphor of“the tangent of a circle”,where it is interpreted that although the translated version should be faithful to its original in terms of meaning,yet it is a deviation due to different internal and external factors. Then,in the metaphor of“afterlife”,the discussion demonstrates that the translated version proceeds from the original,but the original depends on it for its survival and afterlife in different eras. Later,based on the metaphor of“fragments of a vessel”,the author states that the original and its translation are equal and complementary,just like the fragments of a vessel,responsible for the development and renewal of each other through translation. Finally,it is concluded that a better understanding of their relationship can offer us a new perspective in translation studies and practice. 相似文献