Metaphorical Thought in Chinese Children’s Learning Process.docVIP

下载本文档

4
0
约4.12万字
约 33页
2016-12-11 发布于北京
举报
版权申诉

Metaphorical Thought in Chinese Children’s Learning Process.doc

1、本文档共33页，可阅读全部内容。
2、原创力文档（book118）网站文档一经付费（服务费），不意味着购买了该文档的版权，仅供个人/单位学习、研究之用，不得用于商业用途，未经授权，严禁复制、发行、汇编、翻译或者网络传播等，侵权必究。
3、本站所有内容均由合作方或网友上传，本站不对文档的完整性、权威性及其观点立场正确性做任何保证或承诺！文档内容仅供研究参考，付费前请自行鉴别。如您付费，意味着您自己接受本站规则且自行承担风险，本站不退款、不进行额外附加服务；查看《如何避免下载的几个坑》。如果您已付费下载过本站文档，您可以点击这里二次下载。
4、如文档侵犯商业秘密、侵犯著作权、侵犯人身权等，请点击“版权申诉”（推荐），也可以打举报电话：400-050-0827(电话支持时间：9:00-18:30)。
5、该文档为VIP文档，如果想要下载，成为VIP会员后，下载免费。
6、成为VIP后，下载本文档将扣除1次下载权益。下载后，不支持退款、换文档。如有疑问请联系我们。
7、成为VIP后，您将拥有八大权益，权益包括：VIP文档下载权益、阅读免打扰、文档格式转换、高级专利检索、专属身份标志、高级客服、多端互通、版权登记。
8、VIP文档为合作方或网友上传，每下载1次，网站将根据用户上传文档的质量评分、类型等，对文档贡献者给予高额补贴、流量扶持。如果你也想贡献VIP文档。上传文档

Metaphorical Thought in Chinese Children’s Learning Process[a]School of Foreign Languages of China West Normal University， Nanchong， China.*Corresponding author.Received 14 November 2014; accepted 7 January 2015Published online 26 January 2015AbstractIn the contemporary theory， the view that metaphor plays a fundamental structural role in organizing our conceptual system， rather than serving a deviant rhetorical effect， is now generally accepted. Therefore， this paper will take the contemporary view to retrospect the researches in children’s use of metaphor， and explore Chinese children’s metaphorical thoughts in their learning process.Key words： Children’s metaphorical thoughts; Chinese children’s English learning; ConsciousnessJiang， Y. （2015）. Metaphorical Thought in Chinese Children’s Learning Process. Studies in Literature and Language， 10（1）， lt;Pagegt;-0. Available from： http：///index.php/sll/article/view/6337DOI： http：///10.3968/6337INTRODUCTIONIn China， with the purpose to promote the process of learning among children， more and more researchers tend to unfold the essence of learning and to seek for more appropriate strategies for teaching and learning. However， some of them usually ignore one important factor―metaphor， or metaphorical cognition， which plays a dominant role during the understanding between the known and unknown world， especially among children.Children exist in a relatively na?ve situation， and their means to explore the “new” world is mainly through metaphor （Lakoff amp;Turner， 1989）. And a plausible conclusion to be drawn is that children are found more competent to produce appropriate metaphors than adults， though they sometimes seem prone to outrageous comparison （e.g.， quite as an eye， happy as a shirt）， and their metaphorical cognition seems more active than adults’. So， in the learning process， children assimilate new information to simple， pre-existing notions， and modify their understanding in light of new data （Strommen， 1992）. In