作 者：张晓英 Zhang Xiao-ying;Hulunbuir College,Foreign Languages Institute 机构地区：呼伦贝尔大学外国语大学 出 处：《佳木斯职业大学学报》2017年第6期273-274,共2页Journal of Jiamusi Education Institute 摘 要：近年来随着认知语言学的发展,隐喻理论这一认知手段逐渐得到了人们的重视。隐喻就是建立在事物之间的联想,这种联想是随着认知能力发展而来的。因此,具有想象机制的隐喻成为认知语义学的一个探讨重点,它不仅能拓宽人们的思维还能丰富我们的语言。如果在教学中教师能够把隐喻认知功能渗透给学生,将会对课堂教学起到积极地促进影响,同时隐喻还能促进学生对不同文化的学习和掌握,使文化交流更为有效。In recent years, with the development of cognitive linguistics, the cognitive metaphor theory means gradualy got the attention of people. Metaphor is based on the association between different things, this association is with the development of cognitive ability. Imaginative mechanism of metaphor, therefore, become a research focus of cognitive semantics, it can not only broaden people's thinking can also enrich our language. If in teaching teachers to give students the metaphor cognitive penetration, to actively promote the effect of classroom teaching, at the same time metaphor can promote students' learning and mastering in different culture, cultural communication more effective. 关 键 词：隐喻 认知 外语教学 日语 分 类 号：H36[语言文字—日语] ，日语论文题目，日语论文 |
