遮蔽与突显——高校英语教师学术身份的隐喻建构

doi:10.3969/j.issn.1674-8921.2014.07.007

摘要/Abstract

摘要： 本研究依据“批评隐喻分析”框架,考察了15名高校英语教师叙事话语中的隐喻使用。基于受访者使用的2833个隐喻实例,概括出20类概念隐喻,并报告其中最典型的6类。分析发现,受访高校英语教师通过遮蔽和突显学术职业的相关特征,表达态度意义,实现特定的评价功能,进而建构其学术职业身份。研究表明,在个人自然话语中,隐喻使用与个人的身份建构紧密关联,说话者在使用隐喻时,通过遮蔽和突显喻体的部分特征,表达态度,实现评价并建构身份。

关键词: 身份建构, 概念隐喻, 学术职业, 批评隐喻分析

Abstract: Based upon the “critical metaphor analysis framework” put forward by Charteris-Black in 2004, the present study explores the metaphors in 15 college English teachers' narrative discourse. This article analyzes 6 out of 20 types of conceptual metaphors generalized on the basis of 2833 metaphor instances in the discourse. Analyses show that through concealing and highlighting certain features of the academic profession, the interviewees express attitudes, make evaluation, and construct their academic professional identities. The study indicates that in natural discourse, the use of metaphors is closely related to identity construction. By utilizing metaphors, the speakers express their attitudes towards and evaluations of the metaphorical objects, and therefore construct identities.

中图分类号:

H319

章柏成. 遮蔽与突显——高校英语教师学术身份的隐喻建构[J]. 当代外语研究, 2014, 14(07): 32-39.

ZHANG Baicheng. Concealing and Highlighting: The Metaphorical Construction of College English Teachers' Academic Identities[J]. Contemporary Foreign Languages Studies, 2014, 14(07): 32-39.

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