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Metaphor and metonymy in Cantonese and English body-part idioms: a comparative, cognitive semantic study, with pedagogic applications. ; CUHK electronic theses & dissertations collection

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  • معلومة اضافية
    • Contributors:
      Leung, Chung Hong.; Chinese University of Hong Kong Graduate School. Division of English.
    • الموضوع:
      2009
    • Collection:
      The Chinese University of Hong Kong: CUHK Digital Repository / 香港中文大學數碼典藏
    • نبذة مختصرة :
      Although it is generally accepted that L2 learners of English need to gain a good grasp of idioms, the teaching and learning of idioms in L2 is no easy task. One of the reasons is that idioms are enormous in number. The Collins COBUILD Idioms Dictionary (2002) lists over 6,000 idioms which are of contemporary, everyday, use. Another reason is that a considerable number of idioms are figurative in nature---that is, their overall meaning cannot be obtained by simply adding up the literal meanings of the components involved. Added and related to these factors is the fact that the traditional vocabulary listing method adopted in most ESL/EFL textbooks presents each idiom entry and its meaning in such a way that the choice of each single word in the idiom seems random, and the overall figurative meaning deriving from the combination of the constituent words appears inexplicable. Taken together, these factors make idioms one of the most difficult aspects of L2 teaching and learning. ; Idioms, which are a type of phraseological unit and are largely figurative in nature, are pervasive and ubiquitous in human language. A significant part of L1 everyday linguistic repertoire is formed by idioms and idiom-like constructions. In fact, the level of command of idioms serves as an important indicator of L2 proficiency. In other words, fluent and native-like language, a concern particularly for many advanced L2 learners, entails a good mastery of idioms. ; In the light of the above problems, the present study, founded on Cognitive Linguistics (CL), aims to shed light on a more effective and manageable teaching and learning of L2 idioms by examining the CL theoretical assumptions compatible with L2 pedagogy. The CL feature which possesses the greatest potential for complementing language pedagogy is the notion of 'motivation.' In other words, the author explores, on the one hand, the potential of CL notions such as metaphor and metonymy for providing motivation for L2 idiom pedagogy, and, on the other, the potential of the above ...
    • File Description:
      electronic resource; microform; microfiche; 1 online resource (xiv, 458 leaves : ill.)
    • ISBN:
      978-1-109-40176-9
      1-109-40176-0
    • Relation:
      cuhk:344427; http://library.cuhk.edu.hk/record=b6074794; https://repository.lib.cuhk.edu.hk/en/item/cuhk-344427
    • الدخول الالكتروني :
      http://library.cuhk.edu.hk/record=b6074794
      https://repository.lib.cuhk.edu.hk/en/item/cuhk-344427
    • Rights:
      Use of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/)
    • الرقم المعرف:
      edsbas.8D375B75