A Cognitive Study of Spatial Metaphors in English "Deep" and Chinese "Shen"

Autor/in	Wu, Yanting
Titel	A Cognitive Study of Spatial Metaphors in English "Deep" and Chinese "Shen"
Quelle	In: English Language Teaching, 15 (2022) 4, S.67-74 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Figurative Language; Teaching Methods; Learning Processes; Second Language Learning; Second Language Instruction; Contrastive Linguistics; Chinese; English; Cultural Context; Psycholinguistics; Time; Emotional Response; Behavior Patterns; Language Universals; Phrase Structure; Language Usage; Form Classes (Languages); Schemata (Cognition) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Zweitsprachenerwerb; Fremdsprachenunterricht; Linguistics; Kontrastive Linguistik; China; Chinesen; English language; Englisch; Psycholinguistik; Zeit; Emotionales Verhalten; Phrasenstruktur; Sprachgebrauch; Analytischer Sprachbau; Cognition; Schema; Kognition
Abstract	This paper presents an analysis and comparison of the projection of Chinese "shen" and English "deep" from the spatial domain to other domains of time, sense, emotion, behavior, and society from a cognitive perspective by using the comparative and contrastive method, explaining the universality and differences of SHEN and DEEP in the metaphorical domain concerning their collocation, usage, and frequency under Chinese and English cultural contexts, which serves as an insight for foreign language teaching, translation practice and cross-cultural communication. The results show that since humans share a similar physical structure and living environment, the spatial adjectives "deep" and "shen" show a lot of similarities. However, the usage, collocation, and frequency of use of "deep" and "shen" still reveal some variations, which might have great implications for second language learning and teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01