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本研究在隐喻生涯理论框架下，通过考察中国二语学习者在不同教学环境下对英语名词隐喻习得的情况探讨他们隐喻能力的发展路径。研究对比了学习者在四种不同的教学环境下（重复输入、不同本体加工、相似度判断和相似性辨别）对三种不同类型的名词隐喻（外表特征隐喻、类比隐喻和杂交隐喻）的习得情况。80名大学三年级的英语学习者被随机分配到四个实验组，接受对这三种名词隐喻的不同隐喻输入处理，然后，学习者完成隐喻形式偏好判断任务、隐喻理解任务和隐喻产出任务。两外20名相同学术背景的学习者接受对这三种名词隐喻的不同隐喻输入处理后完成隐喻理解和刺激-回忆访谈任务，深层考察不同输入处理对学习者隐喻理解思维过程和隐喻处理策略的影响。

目录

Contents
前言
Abstract
Chapter 1 General Introduction
1.1 Metaphorical Competence-A Neglected Dimension in Second Language Pedagogy
1.2 Defining and Classifying Metaphor
1.3 Defining Metaphorical Competence
1.4 The Importance of Metaphorical Competence in L2 Proficiency
1.5 Structure of the Book
Chapter 2 Studies on L2 Metaphorical Competence
2.1 The Development of Metaphorical Competence in L2 Learners
2.2 Factors Affecting the Development of L2 Metaphorical Competence
2.3 The Effect of Instruction on the Development of L2 Metaphorical Competence
2.4 A Critique of Previous Studies
2.5 Summary
Chapter 3 Conceptualizing the Development of L2 Metaphorical Competence:In Search of a Theoretical Framework
3.1 The Comparison Model
3.2 The Categorization Model
3.3 The Structure-mapping Model
3.4 The Career of Metaphor Hypothesis
3.5 The Career of Metaphor Hypothesis as a Theoretical Framework for Investigating the Development of L2 Metaphorical Competence
3.6 Summary
Chapter 4 The Development of L2 Metaphorical Competence:A COM Hypothesis-based Account
4.1 Redefining and Operationalizing L2 Metaphorical Competence
4.2 Factors to be Considered in Investigating the Development of L2 Metaphorical Competence
4.2.1 Context
4.2.2 Input
4.3 Variables for Investigation of Metaphorical Competence Within the COM Hypothesis
4.3.1 Metaphor Type
4.3.2 Learning Condition
4.4 Central Issue of Research
4.5 Summary
Chapter 5 The Development of Metaphorical Competence in Advanced Chinese EFL Learners-An Empirical Study
5.1 Research Design
5.2 Participants
5.3 Materials
5.3.1 Selection of Target Metaphors
5.3.2 Generation of Grounds for the Target Metaphors
5.3.3 Generation of Exposure Metaphors for the VT Group
5.4 Instrumentation
5.5 Procedures
5.5.1 Phase One:Administration of the Pretest
5.5.2 Phase Two:Experimental Treatment and Administration of the Posttest
5.5.3 Phase Three:Administration of the Delayed Test and the SRT
5.6 Data analysis
5.6.1 Scoring of MFPT
5.6.2 Coding and Scoring of MIT
5.6.3 Coding and Scoring of MPT
5.6.4 Coding of SRT Data
5.7 Results
5.7.1 Results for Research Hypotheses Testing
5.7.2 Results for Metaphor Processing Strategies
5.8 Summary
Chapter 6 The COM Hypothesis Account of the Development of L2 Metaphorical Competence
6.1 The Effect of Metaphor Type on the Development of L2 Metaphorical Competence
6.2 The Effect of Learning Condition on the Development of L2 Metaphorical Competence
6.2.1 The Effect of Learning Condition on the Abstraction of Metaphoric Categories
6.2.2 The Effect of Learning Condition on the Transfer of the Abstracted Metaphoric Categories
6.3 The COM Hypothesis as a Theoretical Framework for the Development of L2 Metaphorical Competence:A Revisit
6.4 Implications for Foreign Language Pedagogy
6.5 Directions for Future Research
References
Appendices
Appendix 1 Familiarity Rating Test
Appendix 2 Familiarity Ratings for the 115 Metaphors
Appendix 3 Metaphor Classification Test for the 81 Metaphors
Appendix 4 Results of Metaphor Classification Test for the 81 Metaphors
Appendix 5 Exposure Materials for the VT Group
Appendix 6 Metaphor Form Preference Test
Appendix 7 Manipulation Materials for the SR Group(Similarity Rating Task)
Appendix 8 Manipulation Materials for the SD Group(Similarity Discrimination Task)
Appendix 9 Verbal Accounts of Thought Processes by Each Participant Group in the Stimulated Recall Task with Cues of Parsing Strategies
后记
List of Tables
Table 5-1 Target Metaphors with Familiarity Ratings and Agreement Percentages
Table 5-2 Grounds for the 24 Target Metaphors
Table 5-3 Grounds for the 8 Hybrid Metaphors That Capture Both Mappings
Table 5-4 Example Experimental Stimuli for the VT Group
Table 5-5 Examples of Comparison and Categorization Cues
Table 5-6 A Summary of Five Kinds of Domain Comparison(Gentner,1989:206)
Table 5-7 Means and Standard Deviations of Four Participant Groups' Metaphor Form Preference on Three Metaphor Types Before and After Experimental Treatment
Table 5-8 Two-way ANOVA(Mixed Design)for Metaphor Form Preference as a Function of Learning Condition and Metaphor Type
Table 5-9 Means and Standard Deviations of Categorization Cues by Four Participant Groups on Three Metaphor Types Before and After Experimental Treatment
Table 5-10 Two-way ANOVA(Mixed Design)for Use of Categorization Cues as a Function of Learning Condition and Metaphor Type
Table 5-11 Means and Standard Deviations of Correctly Supplied Target Terms by Four Participant Groups on Three Types of Metaphor with Accuracy Rates(%)
Table 5-12 Means and Standard Deviations of Original Target Terms by Four Participant Groups for Three Types of Metaphor on Two Occasions
Table 5-13 Two-way ANOVA(Mixed Design)for Production of Original Target Terms as a Function of Learning Condition and Metaphor Type
Table 5-14 Frequency Distribution of Strategy Use by Four Participant Groups When Interpreting Three Types of Metaphor(Single Parsing)
Table 5-15 Frequency Distribution of Strategy Use by Four Participant Groups When Interpreting Three Types of Metaphor(Multiple Parsing)
List of Figures
Figure 3-1 A Feature-matching Interpretation of the Metaphor Dew is a veil
Figure 3-2 A Categorization Interpretation of the Metaphor My job is a jail
Figure 3-3a Cross Categorization of Lawyer and Shark
Figure 3-3b Cross Categorization of Lawyer and Shark
Figure 3-4 Overview of the Algorithm Used by the Structuremapping Engine
Figure 3-5 A Structure-mapping Interpretation of the Metaphor Men are wolves
Figure 3-6 A Structure-mapping Interpretation of the Metaphor Socrates is a midwife
Figure 3-7 The Career of Metaphor
Figure 3-8 The Career of Metaphor:From Novel to Conventional Metaphor
Figure 4-1 Similarity Space,Showing Different Kinds of Matches in Terms of the Degree of Relational Versus Object-Description Overlap
Figure 5-1 The Investigative Procedures to Trace L2 Learners' Development of MC
Figure 5-2 A Schematic View of the Data Collection Procedures for the Study
Figure 5-3 Metaphor Interpretation Processes

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