| 一词多义的认知探究及其对英语多义词教学的启示 |
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| 引用本文： | 史一鸿.一词多义的认知探究及其对英语多义词教学的启示[J].云南农业大学学报,2014(1):79-82,89. |
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| 作者姓名： | 史一鸿 |
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| 作者单位： | 云南大学大学外语教学部,云南昆明,650091 |
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| 基金项目： | 云南大学青年研究基金项目阶段性成果（13YNUHSS017）. |
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| 摘 要： | 一词多义是人类认识客观世界的思维方式在语言层面的具体体现,也是英语词汇教学的重要内容.隐喻与转喻思维是一词多义现象产生的内在动因；词汇意义的延伸是通过隐喻与转喻联想网络得以实现的；英语多义词的教学应该与认知语言学的相关研究相结合,从词义延伸的认知动因、联想网络及认知机制三个方面实现多义词教学的效率化.
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| 关 键 词： | 隐喻 转喻 一词多义 词汇教学 |
A Cognitive Study on Polysemy and the Enlightenment for Polysemy-teaching in English Course |
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| SHI Yihong.A Cognitive Study on Polysemy and the Enlightenment for Polysemy-teaching in English Course[J].Journal of Yunnan Agricultural University,2014(1):79-82,89. |
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| Authors: | SHI Yihong |
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| Institution: | SHI Yihong ( College of English Teaching Deparlment, Yunnan University, Kunming 650091, China) |
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| Abstract: | Polysemy, a linguistic phenomenon which reflects the cognitive ways that human beings recognize the world, makes up a vital part in English vocabulary teaching. Metaphor and metonymy are the motivation behind polysemy and polysemy is realized through an imaginary network of metaphor and metonymy. For Eng lish teachers, in order to conduct Polysemyteaching efficiently, the cognitive motivation of polysemy, the imagi nary network of polysemy and the cognitive mechanism of polysemy should be taken into consideration. |
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| Keywords: | metaphor metonymy polysemy English-vocabulary teaching |
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