教育概念隱喻研究：以華語及英文成語與諺語為例

本論文旨在探討教育相關概念如何透過隱喻在國語以及英文成語或諺語呈現以及存在這些教育隱喻背後的概念認知過程與文化意涵。本文之教育隱喻主要基於概念隱喻理論(Conceptual Metaphor Theory)與網路模式(the Network Model)。本研究找出四個中英教育隱喻主要哲學上的不同之處。首先，在兩個語言當中教育的認知都以宗教情境呈現，但是廟宇之門延伸為知識之門的用法只有在國語裡出現。此外，教學是園藝(TEACHING IS GARDENING)是國語語料中比例最多的隱喻，在英文則較少，9.76%的英文隱喻表達語使用學習者是植物(LEARNER IS PLANT)，但有高達14.29%的國語使用此隱喻。國語使用者多以教學或教師之角度來看待教育的概念。此發現隱含中國社會文化期待教師在教育當中扮演重要且主導的角色，並賦予許多責任與期待。第二點，中英文皆有學習是旅程(LEARNING IS JOURNEY)，然而國語使用者更有系統的運用旅程這個概念，有知識是目的(KNOWLEDGE IS DESTINATION)、學習困難是阻礙(LEARNING DIFFICULTY IS IMPEDIMENT)，以及學習進步是移動(LEARNING PROCESS IS MOVEMENT)。在國語語料當中，深奧的知識通常都在遙遠的山上或是無邊無際的海邊。學習者必須克服所遇到的困難，像是雜草叢生，再努力爬到山頂，習得至高無上的知識。另一方面，英文的知識被認知為經驗，從錯誤或是痛苦的經驗當中學習在英文當中被強調。最後，學習是物品(LEARNING IS COMMODITY)以及學習者是物品(LEARNING IS COMMODITY)只有在國語語料當中看到。然而英文的學習被認為園藝(GARDENING)，旅程(JOURNEY)，以及建造(BUILDING)，仍然與學習是個典型的事件(event)本質相符合。在中國文化，學習卻被物化，學習或是受教育的價值不斷被強調，教育被視為是一種促進社會向上流動進而達到成功的方式。另外好的學習者將被培養成人才，成為國家的棟樑，人才的價值以及對於整個國家社會的重要性也透過強調物品的珍貴，進而被強化。根據隱喻分析以及兩種文化以不同的視角(perspective)，教或學，我們探究並釐清根深蒂固在兩個文化中對於教育的傳統哲學思想。

關鍵字

概念隱喻；教育；文化；成語及諺語

並列摘要

The present study aims to examine how education-related metaphors are represented through metaphors in Mandarin Chinese and English idioms and proverbs, and probe into the conceptual, cognitive processes and the cultural differences underlying these education metaphors. The education metaphors are identified based on Conceptual Metaphor Theory (Kovecses, 2002; Lakoff, 1993; Lakoff & Johnson, 1980) and the Network Model (Fauconnier & Turner, 1994, 2002; Kovecses, 2002). Four main philosophical differences between the education-related concept of Mandarin Chinese and that of English have been found in this study. To start with, education is conceptualized in a context of religion in both languages, while the image of a door of knowledge, which derives from a door of a temple, is solely pervasive in MANDARIN CHINESE. In addition, TEACHING IS GARDENING is the most prominent metaphor in Mandarin Chinese but not in English, 9.76% of metaphorical expression in English but 14.29%in MANDARIN CHINESE employing LEARNER IS PLANT, which implies a fact that the Chinese society or culture expects teachers to play a dominant and decisive role in the process of education and imposes a great deal of responsibility on them. Secondly, LEARNING IS JOURNEY has been founded in both languages. However, systematic structural metaphors, inclusive of KNOWLEDGE IS DESTINATION, LEARNING DIFFICULTY IS IMPEDIMENT, and LEARNING PROCESS IS MOVEMENT are utilized exclusively in Mandarin Chinese. In Chinese culture, the profound and sublime knowledge usually lies on the top of mountain or at boundless sea. Learners have to overcome the barrier encountered, such as messy grass, and climb up to pursue the distant knowledge. On the other hand, knowledge is conceptualized as experience in English. Learning from mistakes or painful experience is highlighted in English. Finally, LEARNING IS COMMODITY and LEARNER IS COMMODITY are found solely in Mandarin Chinese. As for LEARNING IS COMMODITY, the value of learning or receiving education is highlighted in Mandarin Chinese, whereas learning is conceptualized as gardening, journey, or building in English, still corresponding with the nature of learning as an event. In Chinese culture, education is considered to be a way of facilitating upward social mobility and thus achieving success. As to LEARNER IS COMMODITY, there is a belief that learners can become elites through the process of education and the importance of the elites in a sense that they will make a great contribution to the society is underscored through highlighting the preciousness of a commodity. Based on the metaphorical analysis and different perspectives taken, philosophically and traditionally ingrained concepts of education in the two cultures can be explored and explicated.

並列關鍵字

conceptual metaphor ； education ； culture ； idioms and proverbs

參考文獻

Berendi, M., Csabi, S., & Kovecses, Z. (2008). Using conceptual metaphors and metonymies in vocabulary teaching. In F. Boers & S. Lindstromberg (Eds.), Cognitive Linguistic Approaches to Teaching Vocabulary and Phraseology (Vol. 6, pp. 65). Berlin: Walter De Gruyter

Boers, F. (2000). Metaphor awareness and vocabulary retention. Applied Linguistics, 21(4), 553-571.

Bruner, J. S. (1996). The Culture of Education. New York: Harvard University Press.

Cameron, L. (1999). Identifying and describing metaphor in spoken discourse data Researching And Applying Metaphor (pp. 105-132). Cambridge: Cambridge University Press.

Cameron, L., & Low, G. (2004). Figurative variation in episodes of educational talk and text. European Journal of English Studies, 8(3), 355-373.

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教育概念隱喻研究：以華語及英文成語與諺語為例

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