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本研究在隱喻生涯理論框架下，通過考察中國二語學習者在不同教學環(huán)境下對英語名詞隱喻習得的情況探討他們隱喻能力的發(fā)展路徑。研究對比了學習者在四種不同的教學環(huán)境下（重復輸入、不同本體加工、相似度判斷和相似性辨別）對三種不同類型的名詞隱喻（外表特征隱喻、類比隱喻和雜交隱喻）的習得情況。80名大學三年級的英語學習者被隨機分配到四個實驗組，接受對這三種名詞隱喻的不同隱喻輸入處理，然后，學習者完成隱喻形式偏好判斷任務(wù)、隱喻理解任務(wù)和隱喻產(chǎn)出任務(wù)。兩外20名相同學術(shù)背景的學習者接受對這三種名詞隱喻的不同隱喻輸入處理后完成隱喻理解和刺激-回憶訪談任務(wù)，深層考察不同輸入處理對學習者隱喻理解思維過程和隱喻處理策略的影響。

目錄

Contents
前言
Abstract
Chapter 1 General Introduction
1.1 Metaphorical Competence-A Neglected Dimension in Second Language Pedagogy
1.2 Defining and Classifying Metaphor
1.3 Defining Metaphorical Competence
1.4 The Importance of Metaphorical Competence in L2 Proficiency
1.5 Structure of the Book
Chapter 2 Studies on L2 Metaphorical Competence
2.1 The Development of Metaphorical Competence in L2 Learners
2.2 Factors Affecting the Development of L2 Metaphorical Competence
2.3 The Effect of Instruction on the Development of L2 Metaphorical Competence
2.4 A Critique of Previous Studies
2.5 Summary
Chapter 3 Conceptualizing the Development of L2 Metaphorical Competence:In Search of a Theoretical Framework
3.1 The Comparison Model
3.2 The Categorization Model
3.3 The Structure-mapping Model
3.4 The Career of Metaphor Hypothesis
3.5 The Career of Metaphor Hypothesis as a Theoretical Framework for Investigating the Development of L2 Metaphorical Competence
3.6 Summary
Chapter 4 The Development of L2 Metaphorical Competence:A COM Hypothesis-based Account
4.1 Redefining and Operationalizing L2 Metaphorical Competence
4.2 Factors to be Considered in Investigating the Development of L2 Metaphorical Competence
4.2.1 Context
4.2.2 Input
4.3 Variables for Investigation of Metaphorical Competence Within the COM Hypothesis
4.3.1 Metaphor Type
4.3.2 Learning Condition
4.4 Central Issue of Research
4.5 Summary
Chapter 5 The Development of Metaphorical Competence in Advanced Chinese EFL Learners-An Empirical Study
5.1 Research Design
5.2 Participants
5.3 Materials
5.3.1 Selection of Target Metaphors
5.3.2 Generation of Grounds for the Target Metaphors
5.3.3 Generation of Exposure Metaphors for the VT Group
5.4 Instrumentation
5.5 Procedures
5.5.1 Phase One:Administration of the Pretest
5.5.2 Phase Two:Experimental Treatment and Administration of the Posttest
5.5.3 Phase Three:Administration of the Delayed Test and the SRT
5.6 Data analysis
5.6.1 Scoring of MFPT
5.6.2 Coding and Scoring of MIT
5.6.3 Coding and Scoring of MPT
5.6.4 Coding of SRT Data
5.7 Results
5.7.1 Results for Research Hypotheses Testing
5.7.2 Results for Metaphor Processing Strategies
5.8 Summary
Chapter 6 The COM Hypothesis Account of the Development of L2 Metaphorical Competence
6.1 The Effect of Metaphor Type on the Development of L2 Metaphorical Competence
6.2 The Effect of Learning Condition on the Development of L2 Metaphorical Competence
6.2.1 The Effect of Learning Condition on the Abstraction of Metaphoric Categories
6.2.2 The Effect of Learning Condition on the Transfer of the Abstracted Metaphoric Categories
6.3 The COM Hypothesis as a Theoretical Framework for the Development of L2 Metaphorical Competence:A Revisit
6.4 Implications for Foreign Language Pedagogy
6.5 Directions for Future Research
References
Appendices
Appendix 1 Familiarity Rating Test
Appendix 2 Familiarity Ratings for the 115 Metaphors
Appendix 3 Metaphor Classification Test for the 81 Metaphors
Appendix 4 Results of Metaphor Classification Test for the 81 Metaphors
Appendix 5 Exposure Materials for the VT Group
Appendix 6 Metaphor Form Preference Test
Appendix 7 Manipulation Materials for the SR Group(Similarity Rating Task)
Appendix 8 Manipulation Materials for the SD Group(Similarity Discrimination Task)
Appendix 9 Verbal Accounts of Thought Processes by Each Participant Group in the Stimulated Recall Task with Cues of Parsing Strategies
后記
List of Tables
Table 5-1 Target Metaphors with Familiarity Ratings and Agreement Percentages
Table 5-2 Grounds for the 24 Target Metaphors
Table 5-3 Grounds for the 8 Hybrid Metaphors That Capture Both Mappings
Table 5-4 Example Experimental Stimuli for the VT Group
Table 5-5 Examples of Comparison and Categorization Cues
Table 5-6 A Summary of Five Kinds of Domain Comparison(Gentner,1989:206)
Table 5-7 Means and Standard Deviations of Four Participant Groups' Metaphor Form Preference on Three Metaphor Types Before and After Experimental Treatment
Table 5-8 Two-way ANOVA(Mixed Design)for Metaphor Form Preference as a Function of Learning Condition and Metaphor Type
Table 5-9 Means and Standard Deviations of Categorization Cues by Four Participant Groups on Three Metaphor Types Before and After Experimental Treatment
Table 5-10 Two-way ANOVA(Mixed Design)for Use of Categorization Cues as a Function of Learning Condition and Metaphor Type
Table 5-11 Means and Standard Deviations of Correctly Supplied Target Terms by Four Participant Groups on Three Types of Metaphor with Accuracy Rates(%)
Table 5-12 Means and Standard Deviations of Original Target Terms by Four Participant Groups for Three Types of Metaphor on Two Occasions
Table 5-13 Two-way ANOVA(Mixed Design)for Production of Original Target Terms as a Function of Learning Condition and Metaphor Type
Table 5-14 Frequency Distribution of Strategy Use by Four Participant Groups When Interpreting Three Types of Metaphor(Single Parsing)
Table 5-15 Frequency Distribution of Strategy Use by Four Participant Groups When Interpreting Three Types of Metaphor(Multiple Parsing)
List of Figures
Figure 3-1 A Feature-matching Interpretation of the Metaphor Dew is a veil
Figure 3-2 A Categorization Interpretation of the Metaphor My job is a jail
Figure 3-3a Cross Categorization of Lawyer and Shark
Figure 3-3b Cross Categorization of Lawyer and Shark
Figure 3-4 Overview of the Algorithm Used by the Structuremapping Engine
Figure 3-5 A Structure-mapping Interpretation of the Metaphor Men are wolves
Figure 3-6 A Structure-mapping Interpretation of the Metaphor Socrates is a midwife
Figure 3-7 The Career of Metaphor
Figure 3-8 The Career of Metaphor:From Novel to Conventional Metaphor
Figure 4-1 Similarity Space,Showing Different Kinds of Matches in Terms of the Degree of Relational Versus Object-Description Overlap
Figure 5-1 The Investigative Procedures to Trace L2 Learners' Development of MC
Figure 5-2 A Schematic View of the Data Collection Procedures for the Study
Figure 5-3 Metaphor Interpretation Processes

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