隐喻视角下的英语师范生自我认同研究
A MetaphoricalApproach to Understanding Ourselves as English-as-a-Second-Language StudentTeacher
DECLARATION
I hereby declare that this submission is my own work and that, to thebest of my knowledge and belief, it contains no material previously publishedor written by another person or material which has to a substantial extent beenaccepted for the award of any other degree or diploma at any university orother institute of higher learning, except where due acknowledgment has beenmade in the text.
原创性声明
兹呈交的学位论文，是本人在导师指导下独立完成的研究成果，在论文写作过程中参考的其他个人或集体的研究成果均在文中以明确方式标明，本人依法享有和承担由此论文而产生的权利和责任。
声明人（签名）：
2013年 6 月 4 日
ACKNOWLEDGEMENTS
The accomplishment ofthis paper benefits from the enlightenment of my supervisor, Mr. (Ms., Miss) XXXXX, whose inspiring insights,generous encouragement, and enthusiastic instruction have helped a lot throughmy thesis writing. I was totally moved by her patience,kindness, and continuous encouragement. She has been in constant concern about my paper, and has spared no effortsto revise my thesis draft. Here I extend my sincere thanks to XXXX from the depth of my heart.
I wouldalso like to extend my cordial thanks to all my teachers, especially, XXXX. Thanks to all my teachers’ instructive guidance andcomprehensive education during the four years’ schooling, my English competencehas been improving day by day.My indebtedness alsogoes to the researchers who gave me precious ideas on my study, especiallyLakoff and Johnson, whose ideas on metaphor enlightened my research. Moreover,my understanding of English teaching comes from Professor Gu, Palmer, Brown,Stern and so on. Thanks to all of them.Finally, I am very grateful to the interviewees, XXXXX,whose participation and cooperation in this study have been of greatimportance. Thanks for their contribution to my interview.
ABSTRACT
A MetaphoricalApproach to Understanding Ourselves as English-as-a-Second-Language StudentTeacher
As a prevalent phenomenon, metaphor reveals theclose correlation between language ………………………………...
The result of the study shows that the ESL studentteachers who have just finished …………………………………..
Key words: metaphor; ESL student teacher; self-identification
摘 要
隐喻视角下的英语师范生自我认同研究
隐喻是语言的一种普遍现象，体现了语言与认知的紧密联系。从认知语言学的视角来...。
研究发现，刚完成英语教师实习工作的英语师范生们趋向于从情感上来认知自己的身份，…。
关键词：隐喻；英语师范生；自我认同
CONTENTS
ACKNOWLEDGEMENTS
ABSTRACT
摘要
ChapterOne INTRODUCTION
ChapterTwo LITERATURE REVIEW
2.1 Metaphor
2.1.1 Definition of Metaphor
2.1.2 Systematicity of Metaphor
2.2 Teachers’ Self
2.2.1 Significance of Understanding Teachers’ Self-identification
2.2.2 Roles Played by Teachers
2.3 Teachers’ Identity as Metaphor
ChapterThree RESEARCH DESIGN
3.1 Research Objective
3.2 Research Subject
3.3 Research Instrument
3.3.1 Blank-filling
3.3.2 Interview
3.4 Method of Research
3.4.1 Comparison
3.4.2 Case Study
ChapterFour RESULTS AND DISCUSSION
4.1 Intellect-oriented V. S. Emotion-oriented
4.2 ESL Student teachers’ self as Performer
4.3 ESL Student teachers’ Self as Intimate
4.4 ESL Student teachers’ Self as Sacrificer
ChapterFive CONCLUSION
REFRENCES
APPENDIX I
APPENDIX II
ChapterOne INTRODUCTION
Knowledge of teacher self serves as a fundamentalelement in teachers’ development. As an important cognitive model of human beings,metaphor has long been used to understand and interpret the world. Thetraditional theory of metaphor proposed by Aristotle,which indicates that metaphor is a kind of language and rhetoric phenomenon, isnow regarded by some as an incomplete explanation and a deviation from ournormal language. Lakoff & Johnson (1980) steps the notion further in theirbook Metaphors We Live By.The Lakoffian understanding of metaphor is broaderthan the traditional ones. It advocates that metaphor is “conceptual” and it isfar beyond language level. Metaphor is something concerning human thinking andit is pervasive in our daily life.Therefore metaphor applies to many aspectsin our life, even those mundane details.Based on the theory of metaphor provided by Lakoff& Johnson (1980/2003), this study…...
Chapter Two LITERATURE REVIEW
(本章可以合并嵌入第一章)
To achieve excellence as ESL teachers in thefuture, it is crucial to study the ESL student teachers’ …..
2.1 Metaphor
Metaphor is our guide of action and it constructsour life. Metaphor can be seen as “a bridge, etymologically ‘carrying over’from one side to another and it links and comprises the known and the unknown,the tangible and the less tangible, the familiar and the new” (Lynne &Graham, 1999: 149). To understand metaphor, we should first come to know thedefinition of metaphor and the systematicity of it.
2.1.1 Definition of Metaphor
As …...
Black (1962: 37) defines metaphor as“cognitive instruments in a pre-cognitivecontext”. From his point of view, metaphorsare not just a way of expressing ideas by means of language, but a way ofthinking about things. However, he justdeals with metaphor linguistically and in the mere sense of language.The further improvement of the definition ofmetaphor is shown in the following two versions of definition that Lakoff &Johnson (1980/2003) provide in their book MetaphorsWe Live By:
The essence of metaphor is understanding and experiencing one kindof thing in terms of another. (Lakoff & Johnson, 1980: 5)
Metaphors are the mapping relations between two independentconceptual domains: the source domain and the target domain. (Lakoff &Johnson, 1980: 117)
Having elevated the metaphors beyond the level oflanguage to the level of human thinking, both of the definitions above arefundamentally conceptual. The first one reveals the essence and the basicfunction of conceptual metaphor. And the second one gives clearly thedefinition of metaphor by using the “mapping” concept. The two definitions arethe most important claims of the Lakoffian School in cognitivelinguistics.Xu (2007: 55) points out that the Lakoffianunderstanding of metaphor was broader than the traditional ones. He believesthat it not only relates metaphors to human cognition, highlighting their rolesin human activities, but also makes “conceptual metaphor” a more complex conceptof richer meaning.Although different definitions were put forward in different times, the Lakoffiandefinition in cognitive perspective is broader and it embraces the rolesmetaphor plays in human activities. Therefore, to understand metaphor more clearly,this paper will use Lakoff and Johnson’s theory of metaphor to analyze the ESLstudent teachers’ self.
2.1.2 Systematicity of Metaphor
………..
Chapter Three RESEARCH DESIGN
This chapter deals with the design of the research,including objectives, subjects, procedure and method of research. After analyzingthe data collected, questions raised in the research objectives will beanswered.
3.1 Research Objective
Based on the theory of metaphor in the cognitiveperspective provided by Lakoff & Johnson, …..
3.2 Research Subject
The subject in this study consists of 197 studentsmajoring in English Education. The ESL…..
3.3 Research Instrument
Two research instruments are adopted in this study.They are specified as follows:
3.3.1 Blank-filling
Each participant is required to fill in the blank:“When I am teaching at my best, I am like a ______.”….
3.3.2 Interview
Conducting Interviews might also be a vitalprocedure in our research and it serves as a supplement of the blank-fillingtask. Interviews are needed because sometimes …...
3.4 Method of Research
After all the answers of this specially designed blank-fillingtask are collected, I choose 167 validanswers from the 197 samples, and eliminate the rest 30 which are not metaphorjudging from the definition of metaphor given by Lakoff & Johnson (1980) asstated above and some unclear answers which cannot be read. Generally speaking,we will apply the identification criteria provided by Lakoff & Johnson tothis study.
3.4.1 Comparison
…..
3.4.2 Case Study
…...
Based on the research method mentioned above, theresearch results will be analyzed in the following chapter.
ChapterFour RESULTS AND DISCUSSION
According to the research method above, thischapter will set about dealing with the data, through case study and comparisonbetween the ESL student teachers’ self and the identity provided by ESLteachers’ training books, aiming to answer the three questions posed inresearch subjects respectively.
4.1 Intellect-oriented V.S. Emotion-oriented
To understand the student teachers’ self andfurther seek the best or excellent selfor roles of….:
Table 1: Teachers’ Roles by Different ESL Teachers’Training Books:
Intellectual | Emotional | |
Authority figure | √ | |
xx | √ | |
xx | √ | |
xx | √ | |
xx | √ | |
xx | √ | |
xx | √ | |
xx | √ | |
xx | √ | |
xx | √ | |
xx | √ | |
xx | √ | |
xx | √ | |
xx | √ | |
xx | √ | |
Table 2[1]:Self-identification by ESL Student Teachers
Intellectual | Emotional spiritual | |
Actor/Actress | √ | |
Bird | √ | |
Winner | √ | |
Star | √ | |
Sun | √ | |
Leader | √ | |
Bee | √ | |
Monkey | √ | |
Angle | √ | |
Candle | √ | |
Child | √ | |
Flower | √ | |
Guide | √ | |
Performer | √ |
…………...
Chapter Five CONCLUSION
This research aims to discover the self-identificationof ESL student teachers. When analyzing …….To sum up, the study of metaphor has exerted along-run effect on the ESL student teachers’ self. Diversified as the roles ofESL student teachers’, they should be both intellectual and emotional and be aperfect mix of them. Mere emotion or mere intellect can never lead to excellentlanguage teaching. Only by emotion and intellect working together, can weachieve better language teaching.
REFERENCES
Aristotle. (1954). Rhetoric andPoetics. New York: Random House Inc.Black, M. (1962). Models and Metaphors.Ithaca: Cornell UniversityPress.
Brown, H. D. (2001). Teaching by Principles: An Alternative Approach to Language Pedagogy. Beijing:Foreign Language Teaching and Research Press.
Gu, Y. G. [顾曰国]，(1998).英语教学法.北京：外语教学与研究出版社.
Lakoff, G. & Johnson, M.(1980). Metaphors We Live By. Chicago: University of Chicago Press.
Palmer, P. J. (2007). The Courage to Teach: exploring the inner landscape of ateacher’s life. San Francisco: John Wiley& Sons, Inc.
Richards, J. C. & Rodgers, T. S. (2008). Approaches andMethods in Language Teaching. Beijing:Foreign Language Teaching and Research Press & Cambridge University Press.
Scrivener, J. (2002). Learning Teaching—A Guidebook ForEnglish Language Teachers.Beijing:Foreign Language Teaching and Research Press.
Stern, H H. (1983). Fundamental Concepts of Language Teaching.Oxford: Oxford UniversityPress.
Ungerer, F. & Schmid, H. J.(2001). An Introduction to CognitiveLinguistics. Beijing:Foreign Language Teaching and Research Press.
Ur, P. (2000). ACourse in LanguageTeaching: Practice and Theory.Beijing: Foreign Language Teaching and Research Press & Cambridge UniversityPress.
VanPatten, B. (2007). From Input to Output: A Teacher’s Guide to Second LanguageAcquisition. Texas: Bijing WorldPublishing Corporation & McGraw-Hill Companies, Inc.
Xu，Z. H. [徐章宏]，(2007). 隐喻话语理解的语用认知研究. 北京：科学出版社.
Zhao，Y. F. [赵艳芳]，(2001). 认知语言学概论. 上海：上海外语教育出版社.
[1]Theitems listed in Table 2 are the expressions appeared more than once in theparticipants’ answers.