作者
Author

張榮興、黃惠華

Jung-hsing Chang, Hui-hua Hwang

關鍵詞
Key words

心理空間理論，隱喻，華語教學，最短篇小說

mental spaces theory, metaphor, Chinese teaching, the shortest stories

摘要

　　本文以心理空間理論(Fauconnier, 1994, 1997; Fauconnier & Turner, 2002)為基礎來探討聯合報的新形式小說「最短篇」中的隱喻意涵。「最短篇」小說在短短的篇幅中常出現諸多隱喻，故事看似簡單，但蘊含了許多絃外之音。想要了解文章的真意就必須先懂得理解隱喻的運作過程。本文認為隱喻的意義往往透過上下文的篇章結構而形成意念的融合。在心理空間理論的架構下，我們先從小說中分出輸入空間I和II，然後找出這兩個心理空間之間的共同點，當這些心理空間的成分融合之後，融合完成的新義即為隱喻的真正意涵。本文對隱喻的分析過程提供了教學者從認知的角度來看讀者如何理解「最短篇」小說中的隱喻，而理論架構則幫助華語文教師能更有效率的來教導學生解讀文章中抽象的隱喻。

Abstract

　　This paper takes the 'shortest stories' from the United Daily News as examples to illustrate how metaphorical meanings are constructed within the framework of Mental Spaces Theory (Fauconnier, 1994, 1997; Fauconnier & Turner, 2002). It has been shown that the process of metaphorical meaning construction is a discourse-based process and that metaphorical interpretations result from conceptual blending. To account for how metaphorical meanings are interpreted in the 'shortest stories', we first set up two input spaces which contain the elements from the stories, and then find out the general features which are common to the two input spaces in the 'shortest stories.' After the data from two input spaces blends together, the output of the blended space is the meaning of the metaphor. The analysis of metaphor in this paper has provided cognitive perspective of how to interpret the metaphors in the shortest stories, and the framework will help Chinese teachers explain metaphors to students more effectively.

內容語文
Language

中文

頁次
Page

117-133

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