《语学习者隐喻能力发展研究——隐喻生涯假说阐释》试图借助隐喻生涯假说对中国高级英语学习者隐喻能力的发展进行描述和阐释。研究以英语新鲜名词隐喻为出发点，着重探讨高级阶段英语学习者对该类隐喻的习得，从而窥视其隐喻能力的发展路径。全书共6章。本书由苏远连著。

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 S~rnulated Recall Task with Cues of Parsing Strategies

后记