时间：2022-10-08 06:29:19
[摘 要]如何加强学生对文本的深层次理解能力，是当前中学英语阅读教学中遇到的问题。从认知隐喻的角度，阐述隐喻认知与文本解读之间的内在联系，并结合英语课文教学实际，从隐喻认知与词汇理解、隐喻认知与句式理解、隐喻认知与语篇理解三个方面，探讨隐喻认知策略在英语阅读教学中的作用。
[关键词]隐喻 文本解读 阅读教学
[中图分类号]G633.41 [文献标识码]A [文章编号]16746058（2016）160027
隐喻无处不在，它能够影响人类的思维方式和语言表达。隐喻的本质就是用一种事物，来理解和体验另一种事物。语言学家Ricoeur（1975/1986）认为隐喻具有语篇功能。另外，隐喻认知伴随着思维的演绎和推理。所以，隐喻认知理论应用于语言教学是必要的。通过提高学生对隐喻认知的理解，能提高学生的综合语言能力。本文结合北师大版高中教材Module 8 Unit 23 的lesson1 War Memories的内容，就隐喻认知在文本解读中的作用进行具体分析：
一、隐喻认知与词汇理解
隐喻思维在理解和掌握生词和词组的过程中意义重大。Maclennan（1994），Gibbis（1992），Lazer（1996）等认为隐喻应用于词汇习得有助于降低学习难度，提高理解和灵活应用能力。Zoltan Kovecses and Peter Szabo （1996）有关匈牙利英语学生词汇教学的实验肯定了隐喻策略的积极作用。文本为用已知的概念去诠释陌生的概念提供了生动的语境，学生不仅了解了词义发展规律，同时提高了深层次阅读理解能力。如下面文本的解读：
We were on the frontier and on Christmas morning we stuck up a board with “A Merry Christmas” on it. The enemy had stuck up a similar one. Two of our men then threw their equipment off and climbed out of the trench with their hands above their heads as our representatives. Two of the Germans did the same. They greeted each other and shook hands. Then we all got out of the trench. Bill （our officer） tried to prevent it but it was too late so he and the other officers climbed out too. We and the Germans walked through the mud and met in the middle of noman’sland.
We spent all day with one another. Some of them could speak English. By the look of them， their trenches were in as bad a state as our own. One of their men， speaking in English， remarked that he had worked in England for some years and that he was fed up to the neck with this war and would be glad when it was over. We told him he wasn’t the only one who was fed up with it. The German officer asked Bill if we would like a couple of barrels of beer and they brought them over to us. Bill distributed the beer among us and we consumed the lot. The officers came to an understanding that we would celebrate Christmas in peace until midnight.
Just before midnight we all decided not to start firing before they did. We’d formed a bond and during the whole of Boxing Day we never fired a shot and they the same； each side seemed to be waiting for the other to set the ball rolling. One of their men shouted across in English and asked how we had enjoyed the beer. We replied that we were very grateful and spent the whole day chatting with them. That evening we were replaced by other soldiers.
（Adapted from Old Soldiers Never Die by Frank Richards）
此篇文本的人物关系是学生未曾设想的。本阶段设计者抓住士兵与敌人和平庆祝圣诞节这个主要矛盾，通过分析文中词汇的隐喻现象，引导学生对于语言文字下的深层含义进行深挖。学生仔细阅读，解读并表达士兵不想打仗的态度。交战双方的士兵们爬出战壕，握手言和，共饮啤酒，和平庆祝圣诞，这些场景都是学生们闻所未闻、难以想象的画面，是对他们原有价值观的有力冲击，令他们终身难忘。学生阅读课文，运用隐喻认知策略分析士兵行为和话语，体会士兵对战争的极度厌恶以及对和平的强烈渴望。学生从带有隐喻特征的词汇表达入手，对战争中士兵的心理有更深层次的探究，得出士兵厌恶战争，渴望和平的结论。
二、隐喻认知与句意的理解
在文本解读过程中，隐喻思维可以深化语篇话语潜在意义的了解。经过隐喻手法，喻体映射到语言形式表达形式上，构建了语言形式、文本内容和隐含意义之间的联系，从而指达作者写作意图。
上篇例文最后一句“That evening we were replaced by other soldiers.”就是一个隐喻式的句子，就是这个隐喻，把之前的不合常规的士兵行为合理化，同时点明战争的本质和文章的主题：尽管厌恶战争，但和平和友谊在战争中是不被允许的，战争摧毁一切形式的和平，回归杀戮的本来面目。下面的文本能够深刻体现隐喻句式对文本解读的影响：
The general was coming to give him the award because he happened to be number twenty thousand to come through this hospital. They had this little ceremony， saluted him， and then gave him a Purple Heart and a watch. As the general handed him the watch， “from the army， to show our appreciation，” the kid more or less threw the watch back at him. He said something like， “I can’t accept this， sir； it’s not going to help me walk.” After this little incident， I went over and took him in my arms. If I remember correctly， I started sobbing and I think he was crying too. I really admired him for that. I swear that it was the only time I let somebody see what I felt. It took a lot for him to do that， and it sort of said what this war was all about to me.
（Adapted from A Piece of My Heart by Keith Walker）
本篇的“award”本身就是一个隐喻，源域指“由于好的作为而被奖励”，映射到目标域则变为第两千个伤员的“lucky number”，进而道出了战士死伤的意义所在。句中的“watch”源域为一个计时器，目标域指“规律的生活”，显然这个失去双腿的战士无法正常生活了。失去双腿也意味着失去了正常的生活。所以，通过熟悉的经验。我们很容易从源域的意义拓展到目的域的意义。
句式隐喻的联动，体现将军、护士和病人对颁奖不同态度，也含有生动的隐喻丰富的表达方式。将军held a ceremony， saluted的行为表明这个奖励是重要的、光荣的，而战士“threw it back”暗示这个奖励毫无意义。护士的拥抱和哭泣，表达了对战士的同情。篇章就三者的行为进行对比，进一步发展了隐喻信息，即战争中立场不同，感受不同。通过对隐喻认知策略的使用，从模仿思维到自主思维转变，培养了推断能力。
三、隐喻认知与语篇的理解
语义学研究者认为，隐喻是语言中最活跃的部分，存在于各种文本之中。许多具有普遍意义的主题，如理智、情感、人生意义等，都是用隐喻来表达的。隐喻具有表象性、情意性价值内容的丰富性与解读的自由性，因而有助于更好地理解和欣赏英语思维的精髓和地道的语言形式。
在意文本中重点研读以下含有隐喻的句式，可了解到其对整篇文意的作用：
1. Together with other villagers they were marched a few hundred metres into the village square where they were told to sit.
2. Then， in surprise he watched as the soldiers set up a machine gun.
3. The calm ended. The people began weeping and begging.
4. One man showed his identification papers to a soldier， but the American simply said， “Sorry.” Then the shooting started.
引导学生细读品味，来发掘文本下的隐含信息。同时设置几个问题：
1. What voice is used in sentences？ Why？
2. What does “In surprise” imply？
3. Are there any metaphors through the contrast of the description of villagers and soldiers？
这一任务目的在于引导学生关注小说类文章极富张力的隐喻式的语言特点。通过分析被动语态在描写中的作用和对比扫射前后村民的情绪，评价他们在战争中的角色地位及所受伤害。借助对村民和士兵的描写语言风格的鲜明对比，使学生领会作者所传达的在战争中平民的无助与士兵的嗜血无情。文章中的鲜明对比这一语言特点，引导学生在阅读中分析语言风格，得出作者写作意图。同时，战争的残酷暴露无遗，情感氛围易于渲染。隐喻式的写作表达，把整个语篇系统进行连接，推动语篇思想的发展。
让学生思考：在什么条件下人们用连续的否定句？一般是在拒绝、无助、恐慌、焦虑、逃避等等情形下使用，人们在战争条件下的心态在这几个句式中暴露无遗。隐喻策略的运用，使学生轻易地抵达作者内心，同时解读的文本过程，也是抓住了学生的情感的过程。这样，学生不仅学习文本语言的美，也震撼了心灵。
总之，在英语学习中，学生会遇到很多类似的含有隐喻概念的文本，学生掌握隐喻策略就找到了解开文章深层意义的钥匙。隐喻思维可以使学生加强文本的分析力，使学生从关注文章内容，转变到感受和领会语言特点和深层表意的高度，进而感受语言的生动，理解作品的价值，提高语言领悟力和欣赏水平。
[ 参 考 文 献 ]
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