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论文作者:www.51lunwen.org论文属性:课程作业 Coursework登出时间:2014-06-12编辑:lzm点击率:18528
论文字数:7689论文编号:org201406112234552202语种:英语 English地区:中国价格:免费论文
关键词:中英文化概念隐喻认知语言学Conceptual metaphorChinese and English Cultures
摘要:This research program explores different aspects of metaphorical representation of love and has gained some essential understanding of the nature, organization and process of the metaphorical representation of love. This program thus not only enhances our knowledge of love representation and love information processing, but also expands a new research perspective on love cognition.
2.2 Functions of Metaphor
To facilitate the description of how a metaphor best secures its effects, Richards introduces two terms,“tenor”and“vehicle,”which are already so widely used that they scarcely need explanation.But,briefly,in the sentence,” The sun is a red balloon.” the sun” is the tenor; a red balloon” the vehicle. The tenor, thus, is the main subject, while the vehicle is that to which the tenor is compared. Richards warns us, however, that we must not jump to the conclusion that one, the tenor, is central while the other is peripheral. The metaphor is not, for him, a mere embellishment. He suggests a scale of varying importance in The Philosophy of Rhetoric: With different metaphors the relative importance of the contributions of vehicle and tenor…varies immensely. At one Cognitive Approach to Love Metaphors in English and Chinese extreme the vehicle may become almost a mere decoration or coloring of the tenor, at the other extreme, the tenor may become almost a mere excuse for the introduction of the vehicle, and so no longer be” the principal subject”(Richards, 1936: 100).
In The Philosophy of Rhetoric and Interpretation in Teaching, I. A. Richards asserts not only that all language is largely metaphoric, but that all thought is also; not only is “metaphor the omnipresent principle of language,(92)”but” thinking is[also]radically metaphoric.(48)”Here is his argument for this view: All thinking is sorting. To think about anything is to take it as a member of a class and not merely as a particular. In order that it may be taken as a member of a class, the past must be operative. When we are presented with a lamp, say, recognition depends on our previous experiences with lamps and on our abstractive power, which enables us to put the given object in the class of lamps; and it is in virtue of the comparison of the shared qualities that we apply “lamp” to the given presentation.
We start our thinking, therefore, not with particulars but with sorting, recognitions. These are the primitives in our thought-processes. Thus the word “lamp” is not a substitute for one discrete past impression;it represents a combination of the generalized features,or qualities,of all past and present impressions. But this is really an account of metaphor; for, when we use one, we support thoughts of two different things by one word or phrase. To take something as of a sort makes evident the parallel involved. If there is no quality that the given object has in common with past objects, there would be no thinking; if there are no characteristics which the two terms of a metaphor have in common, there would be no metaphor, no comparison. Hence, all thought is metaphoric, and all thought is consequently expressed by means of linguistic metaphors; that is, all language is metaphoric. (Johannes, 1971: 150)
2.3 The experiential basis metaphor
In this thesis, the empirical method will be mainly a本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。