Understanding metaphors in poetic texts: towards a determination of interpretative operations in secondary school students’ engagement with imagery
Understanding metaphors in poetic texts: towards a determination of interpretative operations in secondary school students’ engagement with imagery
复制标题
理解诗歌文本中的隐喻：确定中学生参与意象的解释操作
DOI：
10.17239/l1esll-2012.01.03
复制
发表时间：
2012
期刊：
影响因子：
--
通讯作者：
Dorothee Wieser
中科院分区：
文献类型：
--
作者：
I. Pieper;Dorothee Wieser
隐喻语言在文学教育中具有重要的作用。虽然它不是诗歌语言所独有的，但它在文学中似乎比在其他文本中更突出，并且经常可以通过有经验的读者观察到意象意识。然而，到目前为止，很少有人知道如何理解隐喻和比喻语言的能力的发展。本文以中学不同年级的学生为研究对象，对他们朗读同一首诗进行了有声思维研究。在此基础上，我们区分了诗歌隐喻难度的判断标准。我们还开发了一个编码系统和解释操作。结果表明，能力的发展当然与认知发展有关，但可能也受到其他因素的影响，包括课堂实践。文章还讨论了方法问题，并得出结论，为今后的研究。1
Metaphorical language plays an important role in literature education. Though it is not exclusive to poetic language it seems to have more prominence in literature than in other texts and an awareness of imagery can often be observed with experienced readers. However, so far little is known about how competences in understanding metaphor and figurative language develop. This article presents a think-aloud-study with students of different years in secondary education who all read the same poem. On the basis of this study and previous research we distinguish criteria which allow for the determination of difficulty in poetic metaphor. We also develop a coding system and characterise interpretative operations. Results show that development of competences is certainly linked to cognitive development but probably also much influenced by other factors including classroom practices. The article also discusses methodological issues and draws conclusions for future research. 1