情感形容词的对外汉语教学: 认知隐喻理论视角
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孙 毅
孙毅：博士，广东外语外贸大学外国语言学及应用语言学研究中心/英语语言文化学院教授、博士生导师，研究方向为认知语言学、对比语言学以及认知翻译研究，主要论著有《政治话语中隐喻丛的历时研究——中外领导人大学演讲的对比研究》、《母语者与非母语者对美式礼貌接受的对比研究》等。
Sun Yi is a doctoral supervisor and full professor of English at Guangdong University of Foreign Studies （2019-）as Outstanding Yunshan Scholar in Foreign linguistics and Applied Linguistics Research Center/ Faculty of English Language and Culture. He got his Ph. D in 2009 from Shanghai International Studies University. His major research interests include the interface study of metaphors in pragmatics, cognitive linguistics, comparative linguistics, multimodal discourse analysis, and translation.
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贾 彩云
贾彩云： 西安外国语大学中国语言文学学院硕士研究生，研究兴趣主要为认知隐喻学和对外汉语教学。
Jia Caiyun is a graduate student at the School of Chinese Language and Literature in Xi’an International Studies University. Her major research interests are metaphor and cognition and teaching Chinese as a foreign language.
提要
本文尝试将认知隐喻理论引入对外汉语词汇教学，探讨隐喻能力教学对汉语学习者情感形容词的学习效果。通过情感形容词的界定和特征描述，基于对 HSK 动态作文语料库的考察，笔者发现汉语学习者情感形容词的习得存在各类偏误。在 20 类情感形容词中有 10 类出现了一半或过半的偏误词汇数，偏误词汇用例大于 2 的情感类形容词高达 15 类。在认知隐喻理论的视域下，情感形容词概念隐喻有实体隐喻、方位隐喻和通感隐喻三种类型。情感形容词的隐喻性为我们从认知隐喻理论视角开展教学活动提供了契机。通过隐喻能力教学对比实验，并对测试结果进行详细分析与比较，发现实施认知隐喻教学的实验组测试成绩优于对比组。该实验结果表明：通过实施隐喻能力教学，培养学生的隐喻意识，能够有效提高情感形容词的学习效果，即隐喻能力教学对对外汉语学习者的情感形容词习得具有较大影响。基于此，本文从教学大纲、教材编写及教学实践三个方面，针对汉语学习者的情感形容词偏误，为对外汉语情感形容词教学提供切实可行的建议：首先，教学大纲制定者应扩充大纲中隐喻词汇的比例，并开设培养隐喻能力的相关课程。其次，教材编写者在编写词汇时要以培养汉语学习者的隐喻意识为宗旨，循序渐进，由浅入深，让汉语学习者能在大脑中自动建立两个概念域间的联系。最后，教师要将概念隐喻理论巧妙地融入对外汉语教学，强化学生的原型范畴意识，培养词汇扩展能力；通过建立意象图式提高学生的隐喻理解能力；鼓励学生将词汇释义与中国文化相联系，启发其自主分析能力。
Abstract
This paper attempts to introduce the Cognitive Metaphor Theory into the teaching of vocabulary in Chinese as a foreign language (TCFL), and to explore the effect of the teaching method of metaphorical competence on the learning of emotional adjectives by learners of Chinese. Based on the survey of HSK dynamic composition corpus, it is found that there are various errors in the acquisition of emotional adjectives by learners of Chinese. Among the 20 categories of emotional adjectives, there are 10 categories with half or more of the biased words, and 15 categories of emotional adjectives with the biased word use cases greater than two. Emotional adjectives have three types: ontological metaphor, orientational metaphor, and synesthetic metaphor. In fact, the metaphoric nature of emotional adjectives makes it inevitable to organize teaching activities based on Cognitive Metaphor Theory. It is found that the teaching of metaphorical competence has a substantial positive influence on the acquisition of emotional adjectives by learners of Chinese as a foreign language through the comparative experiment between metaphorical competence teaching and traditional teaching, and the detailed analysis and comparison of the test results. Data show that the experimental group of cognitive metaphor teaching has better performance than the control group. The above experimental research shows that the teaching of metaphorical competence can effectively improve the learning effect of emotional adjectives by cultivating students’ metaphorical awareness. Based upon the finding, from the three aspects of teaching syllabus, textbook compilation and teaching practice, aiming at Chinese learners’ detection of emotional adjectives, this paper provides practical suggestions for the teaching of emotional adjectives in Chinese as a foreign language. 1. As a practical language application ability closely related to vocabulary teaching, Chinese lexical metaphor competence should be included in the curriculum outline as a high level goal of vocabulary teaching concept. As a key part of developing foreign students’ metaphorical thinking competence, the syllabus makers should expand the proportion of metaphorical words in the syllabus and offer relevant courses on the cultivation of metaphorical competence. 2. Currently, the basic form of vocabulary learning in teaching Chinese as a foreign language is the Chinese-foreign language comparison table. It can be seen that the compilation of teaching materials lacks innovative ability, and the editors do not pay adequate attention to the essence of vocabulary and its presentation in teaching materials. First of all, cognitive metaphor theory should be embodied in the textbook so that Chinese learners can have a preliminary understanding. When compiling vocabulary, textbook writers should aim at cultivating Chinese learners’ metaphorical awareness, step by step, from simple to deep, so that Chinese learners can automatically establish the connection between the two concepts in their mind. 3. Teachers should tactfully apply cognitive metaphor theory into TCFL via: (1) strengthening students’ prototype category consciousness and cultivate their vocabulary expansion ability; (2) improving students’ ability of metaphor comprehension by establishing image schema; (3) in vocabulary teaching, teachers should not only interpret metaphors to students, but also encourage students to connect the definitions of words with Chinese culture to activate their thinking and inspire them to analyze metaphor concepts independently. It introduced the teaching method of metaphorical competence into TCFL to enrich the teaching methods and teaching effect of Chinese emotional adjectives.
Funding statement: 本文系中国国家社科基金重大项目 “汉语隐喻的逻辑表征与认知计算”（项目批准号：18ZDA290）的阶段性研究成果。
About the authors
孙毅：博士，广东外语外贸大学外国语言学及应用语言学研究中心/英语语言文化学院教授、博士生导师，研究方向为认知语言学、对比语言学以及认知翻译研究，主要论著有《政治话语中隐喻丛的历时研究——中外领导人大学演讲的对比研究》、《母语者与非母语者对美式礼貌接受的对比研究》等。
Sun Yi is a doctoral supervisor and full professor of English at Guangdong University of Foreign Studies （2019-）as Outstanding Yunshan Scholar in Foreign linguistics and Applied Linguistics Research Center/ Faculty of English Language and Culture. He got his Ph. D in 2009 from Shanghai International Studies University. His major research interests include the interface study of metaphors in pragmatics, cognitive linguistics, comparative linguistics, multimodal discourse analysis, and translation.
贾彩云： 西安外国语大学中国语言文学学院硕士研究生，研究兴趣主要为认知隐喻学和对外汉语教学。
Jia Caiyun is a graduate student at the School of Chinese Language and Literature in Xi’an International Studies University. Her major research interests are metaphor and cognition and teaching Chinese as a foreign language.
附录一： 情感形容词词表
哀愁 哀伤 哀痛 哀怨 安然 安心 安逸 懊悔 懊恼 懊丧
败兴 抱歉 卑怯 悲哀 悲怆 悲愤 悲苦 悲凉 悲戚 悲切 悲伤 悲恸 悲痛 憋 气 憋
屈 憋闷 别扭 不安 不快 不满 不平 不振
惭愧 惨痛 诧异 敞亮 怅然 怅惘 畅快 沉痛 沉重 沉郁 称心惆怅 愁苦 愁
闷 踌躇
淡然 得意 低沉 低落
恶心
烦 烦乱 烦闷 烦恼 烦躁 反感 愤慨 愤恨 愤激 愤懑 愤怒 愤然 疯狂
尴尬 感动 感伤 高兴 孤单 孤独 孤寂
害臊 害羞 寒心 好受 后悔 欢畅 欢乐 欢喜 欢欣 欢愉 欢悦 慌 慌乱 慌忙 慌张 惶惑 惶恐 灰心 害怕
激动 激奋 激愤 急 急躁 寂寞 骄傲 焦急 焦虑 焦躁 焦灼 紧张 惊诧 惊愕
惊骇 惊慌 惊悸 惊惧 惊惶 惊恐 惊奇 惊喜 惊讶 惊疑 惊异 窘 窘迫 局促
沮丧 绝望
开心 亢奋 可心 空虚 恐怖 恐慌 恐惧 苦 苦楚 苦闷 苦恼 苦淫 苦痛 快活
快乐 快慰 快意 宽慰 狂怒 狂热 狂喜 愧疚 困惑 困窘
乱 落寞
闷 迷茫 迷惘
恼火 耐烦 难熬 难过 难堪 难受 恼怒 内疚 宁静
平静
凄惨 凄楚 凄苦 凄凉 凄然 凄婉 气愤 气恼 气馁 歉疚 惬意
如意
扫兴 伤感 伤心 生气 失望 失意 舒畅 舒服 舒心 顺心 酸楚
踏实 泰然 坦然 忐忑 甜蜜 痛楚 痛快 痛苦 痛切 痛心 W 为难 委屈 窝心 窝囊
喜兴 喜悦 心烦 心寒 心慌 心急 心焦 心静 心酸 心虚 欣然 欣慰 欣喜 兴
奋 幸福 羞耻 羞愧 羞怯
忧愁 忧虑 忧伤 悠然 犹豫 遗憾 愉快 愉悦 郁闷
着慌 着急 振奋 震惊 自得 自豪
附录二： 情感形容词教案示例（1）
教学对象：韩国京畿道东豆川外国语高中高一A 班，30 名学生，汉语初级水平。课程类型：词汇课
教学内容：高兴、紧张、快乐、苦、乱、平静、舒服、着急、愁、愤怒、感动、
激动、骄傲、痛苦、痛快。
教学目标：学生能够理解并能准确掌握 15 个情感形容词语
教学方法：翻译法、情境法
课时：45 分钟
教学步骤：
组织教学
师生互相问候，简单复习上一课的内容。
生词讲解
领读生词→齐读→点读
高兴
很~ ， 不~
师：他高兴吗？
【目标句】他很高兴。（展示 100 分试卷和一个学生的图片）
师：她高兴吗？。（展示 0 分的试卷）
【目标句】她不高兴。
紧张
很~，~极了，不~
师：明天我们考试，你们紧张吗？
【目标句】我们很紧张。我们紧张极了。我们不紧张。
师：考试很简单，你们不要紧张。
【目标句】你们不要紧张。
快乐
生日~
师：今天是她的生日，你们说什么？（展示小女孩吹生日蜡烛的图片）
【目标句】生日快乐！祝你生日快乐！
很~，不~
师：你们快乐吗？
【目标句】我们很快乐。我们不快乐。
……
总结领读→齐读
成绩测试让学生做 15 道选择填空题。
附录三： 情感形容词教案示例（2）
教学对象：韩国京畿道东豆川外国语高中高一B 班， 30 名学生，汉语初级水平。课程类型：词汇课
教学内容：高兴、紧张、快乐、苦、乱、平静、舒服、着急、愁、愤怒、感动、
激动、骄傲、痛苦、痛快。
教学目标：学生能够理解并能准确掌握 15 个情感形容词语
教学方法：隐喻能力教学、情境教学法
课时：45 分钟
教学步骤：
组织教学
师生互相问候，简单回顾上一节课的内容。
生词讲解
领读生词→齐读→点读
高兴（以人的身体器官，脸以及天气作为源域，映射人们的情感变化。让学生以自己的身体经验认知抽象的情感形容词。）
很~ ， 不~向学生展示开怀大笑的图片，展示灿烂阳光的图片，
师：他高兴吗？
【目标句】他很高兴。（展示 100 分试卷和一个学生的图片）
师：她高兴吗？。（展示 0 分的试卷，阴天天气的图片）
【目标句】她不高兴。
紧张（运用情感隐喻中的实体隐喻进行教学，紧张的时候人一般心跳加速，有的时候出汗，发抖。将这种抽象概念用具体的面部表情和自身经历来表达
出来。）展示男孩看到漂亮女孩的照片，心跳的动图。
师：看到自己喜欢的女生，很紧张，心跳得很快。
师：明天我们考试，你们紧张吗？
【目标句】我们很紧张。我们紧张极了。我们不紧张。
师：考试很简单，你们还紧张吗？。
【目标句】我们不紧张。
快乐（运用情感隐喻中的实体隐喻和方位隐喻。以晴天作为源域的隐喻，映射的是喜悦心情。根据人们自身的身体经验，直立姿势传达一种积极乐观的情感。即 “快乐为上” “快乐是手舞足蹈”）向学生展示快乐的小鸟，开心的笑脸，好天气的图片。
生日~，很 ~，不~
师：今天是她的生日，你们说什么？（展示小女孩吹生日蜡烛的图片）
【目标句】生日快乐！祝你生日快乐！
师：你们每天都学习，你们快乐吗？
【目标句】我们很快乐。我们不快乐。
……
总结
领读→齐读
成绩测试
让学生做 15 道选择填空题。
参考文献 (References)
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© 2019 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Papers in English
- Morphological awareness of separable words among Chinese L2 learners
- The effectiveness of a wiki-enhanced TBLT approach implemented at the syllabus level in the teaching of Chinese as a foreign language
- Alignment effects of the continuation task on L2 Chinese writing
- Papers in Chinese
- 情感形容词的对外汉语教学: 认知隐喻理论视角
- 述宾及述宾倒序结构直接作定语的语义制约
- 试论对外汉语阅读教学中的若干偏差: 以内容理解为核心的视角
Artikel in diesem Heft
- Frontmatter
- Papers in English
- Morphological awareness of separable words among Chinese L2 learners
- The effectiveness of a wiki-enhanced TBLT approach implemented at the syllabus level in the teaching of Chinese as a foreign language
- Alignment effects of the continuation task on L2 Chinese writing
- Papers in Chinese
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