認知取向的語音隱喻聆聽教學研究

Phonetic Metaphor in Listening Instruction by Cognitive Approach

陳明宏(Chen, Ming-Hong)

《語教新視野》 6期 (2017/03) Pp. 1-14

https://doi.org/10.6751/NVLA.201703_(6).0001

摘要

「語音隱喻」的現象普遍存在於日常口語與書面語當中，是藉由同音或相近音所觸發的隱喻，但其本體與喻體之間的關聯，無法以傳統的「概念隱喻理論」加以解釋。因此本研究試圖以「概念融合理論」解釋「語音隱喻」的語言認知架構，並嘗試結合聆聽教學的哲學、心理學、語言學與傳播學的理論基礎，試圖建構「語音隱喻」的聆聽教學理論，並提出實施「語音隱喻」的聆聽教學具體實施的六項策略：一、強調個人體驗與主觀經驗。二、關注口語處理訊息「整體-部分」的能動性。三、體認基模理論是認知的基礎。四、強化學生「詞生」的聆聽素養。五、擴展學生運作「解釋義」的經驗範圍。六、培養學生解讀語詞的創造力。希望在擴展學生主觀經驗的基礎上，除了使學生熟悉各項「語音隱喻」之外，並增進學生解讀隱喻的聆聽能力，進而體會「語音隱喻」的趣味性，甚至能創造出新的「語音隱喻」。

關鍵字

修辭隱喻 ； 語音隱喻 ； 聆聽教學 ； 概念融合理論

並列摘要

Phonetic metaphors, which are triggered by homonym or similar sounds, exist in common speaking and written language. However, when it comes to phonetic metaphors, the connection between object and target cannot be explained by traditional theory of conceptual metaphor. Thus this paper tried to explain the cognitive structure of phonetic metaphors by conceptual fusion theory, and construct listening instruction theory by integrating philosophy, psychology, linguistics, and Communication science in listening instruction realm. Therefore this research propose five phonetic metaphors strategies on listening instruction: Emphasis on personal and objective experience, attention to initiative to speaking message procession from whole to part, understanding that schema is the basic of cognition, strengthening students' listening literacy especially on morpheme, developing students' meaning-processing experiences, training students' language ingenuity. Afterwards students can be familiar with phonetic metaphors, enhancing listening abilities on metaphor, experiencing the interest on phonetic metaphors, even create their own phonetic metaphors.

並列關鍵字

rhetoric metaphor ； phonetic metaphor ； listening instruction ； conceptual blending theory