Metaphor Use in Three UK University Lectures
Metaphor Use in Three UK University Lectures
复制标题
三场英国大学讲座中的隐喻使用
DOI：
10.1093/applin/amn008
复制
发表时间：
2007
影响因子：
3.6
通讯作者：
Almut Koester
中科院分区：
文献类型：
--
作者：
G. Low;J. Littlemore;Almut Koester
近年来，有人声称，一方面，隐喻出现在英国大学的讲座中，很可能会让ESL学习者感到困惑（Littlemore 2001, 2003），另一方面，美国讲师以高度结构化的方式使用隐喻，特别是涉及关联集群，以帮助组织讲座并表明演讲者的观点（Corts和Pollio 1999； Corts和Meyers 2002）。这两种说法对学术英语（EAP）教师都有潜在的帮助。然而，它们都来自于相当狭窄的研究领域。迄今为止，很少有研究在更普遍的层面上考察隐喻的发生以及隐喻如何在讲座中使用。本文报告了一项小规模研究的一部分，以开发一种可行的方法来分析隐喻在讲座中的使用。它使用Pragglejaz Group（2007）开发的MIP程序的一个版本，在BASE语料库中检查了三个英国大学讲座中隐喻的发生率和使用情况。主要发现是隐喻在三次演讲中被反复使用，但很少有详细的或发展的隐喻；这些词往往很短，与后来的隐喻没有联系，主要用于解决局部问题，而不是全球问题。讨论了对EAP教学的启示。
It has been claimed in recent years that, on the one hand, metaphor occurs in UK university lectures in ways that are likely to confuse ESL learners (Littlemore 2001, 2003) and on the other hand that US lecturers use it in highly structured ways, particularly involving linked clusters, to help organize the lecture and indicate the opinions of the speaker (Corts and Pollio 1999; Corts and Meyers 2002). Both sets of claims are potentially useful to teachers of English for Academic Purposes (EAP). However, they both derive from studies with fairly narrow foci. There have to date been few studies examining at a more general level where metaphor occurs and how it is used in lectures. The present paper reports part of a small-scale study to develop a viable methodology for analysing metaphor use generally in lectures. It examines the incidence and use of metaphor in three UK university lectures in the BASE corpus, using a version of the MIP procedure developed by the Pragglejaz Group (2007). The main findings are that metaphor is used repeatedly throughout all three lectures, but that there are few elaborated or developed metaphors; those there are tend to be short, unconnected with later metaphors and used primarily to solve local, rather than global purposes. The implications for EAP teaching are discussed.