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Hiểu thành ngữ tiếng Anh dưới góc nhìn lí thuyết ẩn dụ ý niệm của ngôn ngữ học tri nhận

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Việc dạy và học thành ngữ tiếng Anh luôn gây nhiều khó khăn cho cả giáo viên lẫn học viên. Từ quan điểm của ngôn ngữ học tri nhận, bài báo trình bày thuyết ẩn dụ ý niệm và đề xuất áp dụng lí thuyết này để dạy các tổ hợp thành ngữ tiếng Anh. Qua việc phân tích ẩn dụ ý niệm ở một số thành ngữ minh họa, tác giả chứng minh rằng nghĩa của thành ngữ được tạo thành từ các ẩn dụ ý niệm chứ không phải có tính võ đoán và trình bày những đề xuất cho việc giảng dạy tiếng Anh.

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Nội dung Text: Hiểu thành ngữ tiếng Anh dưới góc nhìn lí thuyết ẩn dụ ý niệm của ngôn ngữ học tri nhận

Tạp chí KHOA HỌC ĐHSP TPHCM Số 31 năm 2011<br /> _____________________________________________________________________________________________________________<br /> <br /> <br /> <br /> <br /> UNDERSTANDING ENGLISH IDIOMS<br /> FROM THE CONCEPTUAL METAPHOR THEORY<br /> OF COGNITIVE LINGUISTICS<br /> NGUYEN NGOC VU*<br /> <br /> ABSTRACT<br /> Teaching and learning English idioms has always been a challenge for both teachers<br /> and students. From the cognitive linguistics viewpoint, this paper discusses conceptual<br /> metaphor theory and proposes to apply it as an alternative approach to teaching English<br /> idioms. Through the conceptual metaphor analysis of example idioms, the author proves<br /> that idiom meanings are formed from conceptual metaphors rather than dogmatism and<br /> discusses some implications for language teaching.<br /> Keywords: conceptual metaphor theory, English idioms, teaching idioms, cognitive<br /> semantics.<br /> TÓM TẮT<br /> Hiểu thành ngữ tiếng Anh dưới góc nhìn lí thuyết ẩn dụ ý niệm của ngôn ngữ học tri nhận<br /> Việc dạy và học thành ngữ tiếng Anh luôn gây nhiều khó khăn cho cả giáo viên lẫn<br /> học viên. Từ quan điểm của ngôn ngữ học tri nhận, bài báo trình bày thuyết ẩn dụ ý niệm<br /> và đề xuất áp dụng lí thuyết này để dạy các tổ hợp thành ngữ tiếng Anh. Qua việc phân<br /> tích ẩn dụ ý niệm ở một số thành ngữ minh họa, tác giả chứng minh rằng nghĩa của thành<br /> ngữ được tạo thành từ các ẩn dụ ý niệm chứ không phải có tính võ đoán và trình bày<br /> những đề xuất cho việc giảng dạy tiếng Anh.<br /> Từ khóa: lí thuyết ẩn dụ ý niệm, thành ngữ tiếng Anh, giảng dạy thành ngữ, ngữ<br /> nghĩa học tri nhận.<br /> <br /> Introduction have attracted attention of researchers<br /> In most textbooks for students of from many different disciplines like<br /> intermediate or higher levels, it is clear literature, ethnography and culturology.<br /> that composite expressions account for (Langlotz, 2006). All of this starts from a<br /> quite a big number of lexical items that new view to the role of idioms in<br /> students need to learn (Achard & language teaching and translation.<br /> Niemeier, 2004). This is easy to Previously, with the generative approach,<br /> understand as in order to communicate it is believed that language is a system<br /> effectively and naturally, language that can be explained using universal<br /> learners need to be able to master English rules. However, there is more and more<br /> idioms (Gibbs, 1997). Due to their evidence showing that the mastery of a<br /> importance in language teaching, idioms foreign language depends on one’s ability<br /> to master composite expressions called<br /> *<br /> Ph.D, in Linguistics, Dean of English “prefabricated units” or “prefabs”. This<br /> Department-HCMC University of Education article discusses how language teachers<br /> <br /> 76<br /> Tạp chí KHOA HỌC ĐHSP TPHCM Nguyen Ngoc Vu<br /> _____________________________________________________________________________________________________________<br /> <br /> <br /> <br /> <br /> can help their students learn idioms more cognitively. Hot steam has the power to<br /> efficiently through the conceptual move the engines. By letting off the<br /> metaphor theory steam, one’s anger is gradually cooling<br /> Conceptual Metaphor Theory down. By activating one’s real world<br /> From the viewpoint of cognitive experience of steam and understanding<br /> theorists, metaphor is defined as a the conceptual metaphor mechanism, he<br /> domain through which abstract human or she can predict idiom’s meanings.<br /> experiences from the outside world are Current practice in teaching and<br /> conceptualized based on more concrete learning idioms<br /> experiences. Lakoff & Johnson (1980) Many learners of English develop<br /> states that lots of our mental experiences the habit of learning by heart the<br /> are created with metaphor via a limited equivalents of idioms in their mother<br /> set of image schemas, for example the tongue and then use those in<br /> image schema of a container. This communication. When teaching English<br /> ‘container’ image schema is created by in Vietnam, we have observed learners<br /> our real 3D world experience of a who own good command of English but<br /> container having the inside and outside have difficulties using English idioms<br /> space. Through his research, Lakoff has and phrasal verbs. Consequently, they<br /> found out that the ‘container’ image tend to avoid using idioms when<br /> schema has been used frequently to producing the language and this makes<br /> conceptualize non-spatial concepts. their language sound unnatural. This<br /> Emotion, which is non-spatial, can be problem was also mentioned by Moon<br /> conceptualized as a container when we (1997:60): “… language learners often<br /> say “empty words” or “to be in love”. avoid using composite expressions even<br /> At its basic level, conceptual in situations where the two languages<br /> metaphor is the motivation for many have very similar expressions … The<br /> idiomatic structures. For example, “to let cause of this is language learners are<br /> off steam” can be split into two concerned about expressions considered<br /> components “let off” and “steam”. Its equal between languages. They were<br /> dictionary meaning can be to let out or to taught to be careful about the small<br /> show one’s anger. According to the differences that can lead to confusion or<br /> analysis of Lakoff & Johnson (1980), misunderstanding.”<br /> anger is often understood metaphorically Teachers also tend to avoid<br /> as follows: teaching English idioms although these<br /> - Mind is a container expressions are important for developing<br /> - Anger is a hot fluid in a container. language capability in learners. Some<br /> In the case of “to let off steam”, the teachers believe that idioms are too<br /> mapping from literal meaning of ‘steam’ difficult for learners. Evidence for this<br /> to illiteral meaning of ‘anger’ is possible can be found in many language teaching<br /> <br /> 77<br /> Tạp chí KHOA HỌC ĐHSP TPHCM Số 31 năm 2011<br /> _____________________________________________________________________________________________________________<br /> <br /> <br /> <br /> <br /> textbooks which only show a list of those in the coursebook. Obviously, with<br /> idioms grouped by themes or key words this way of learning idioms, learners will<br /> and then come gap-filling exercises for quickly forget what they have learnt and<br /> learners. That way of task designing only can’t use the idioms effectively in actual<br /> encourages students to learn by heart contexts.<br /> idioms’ meaning from the context in Solutions from conceptual<br /> which they occur. Students will not be metaphor theory<br /> able to understand how those idioms Research from conceptual metaphor<br /> were formed or use them in real contexts theory shows that images grounded<br /> when the contexts are different from what deeply in idioms can be activated by<br /> they have in the textbook. Sometimes, making learners understand the<br /> textbook also tries to provide learners underlying conceptual metaphor and<br /> with synonyms but they are not quite trace back to idioms’ origin. Vu (2006)<br /> equal and can be confusing. For example, showed that the meaning of many idioms,<br /> in Unit 10 of Grammar Practice textbook especially those of body part idioms are<br /> used by Department of English, HCM motivated rather than abstract.<br /> city University of Education, ‘fill in’ was Consequently, in order to teach idioms<br /> explained using examples as follows: effectively, teachers should not only ask<br /> • Can you fill in this form please? students to learn by heart. Instead, they<br /> (complete) should encourage students to predict the<br /> • Our teacher was ill, so Mrs. Frost origins of idioms and then help them to<br /> filled in. (take someone’s place) find out the illiterate meaning based on<br /> Then the textbook introduces that finding. For instance, when teaching<br /> phrasal verb “take over” as follows: the idiom ‘To be on the ropes’, the<br /> • A German company took us over teacher should first ask this question:<br /> last year. (buy a company). “Where do you think the expression “to<br /> • If you are tired, I’ll take over. (take be on the ropes” comes from? Sports,<br /> someone’s place) food or sailing?” Most of the students<br /> This way of explaining idioms will choose ‘sports’ or ‘sailing’ since<br /> makes students believe that ‘fill in’ and ropes are only used in these two domains.<br /> ‘take over’ can be used interchangeably. The teacher can then explain the cultural<br /> However, they are used in completely and historical origin to help learners<br /> different contexts. In the current teaching associate with a specific situation. In this<br /> context of Vietnam, it’s very hard for case for instance, students associate with<br /> learners to contact native speakers and the image of a boxer rounded to the<br /> ask them to explain idioms’ origins. corner and having to use the rope as point<br /> Therefore, they can only learn by heart of support. From this hint, students will<br /> the equivalent meanings in Vietnamese be able to infer that ‘to be on the ropes’<br /> and use them in situations similar to means to be put on the wall or to be in a<br /> <br /> <br /> 78<br /> Tạp chí KHOA HỌC ĐHSP TPHCM Nguyen Ngoc Vu<br /> _____________________________________________________________________________________________________________<br /> <br /> <br /> <br /> <br /> desperate situation. Problem solving • I'll keep an ear to the ground and<br /> activities like this force students to think tell you if I hear of any vacancies.<br /> and thus memorize and use the idioms • I had half an ear on the radio as he<br /> better. was talking to me.<br /> Besides, explicit explanation of However, if the teacher explains to<br /> conceptual metaphors can also help students that these idioms are motivated<br /> students infer idioms’ meaning to a great by the metonymy “the ears stand for<br /> extent. From our previous research (Vu, attention”, chance of getting students to<br /> 2008a), it’s not very fruitful making infer the meaning will rise up. This was<br /> students infer idioms’ meaning only. In confirmed in another research on<br /> our research on idioms containing ‘ears’ applying conceptual metaphor and<br /> (Vu, 2008b), it was found out that it was metonymy to teaching idioms and<br /> very hard for students to automatically proverbs of Thomas Li (2002, cited in<br /> identify the proper conceptual metaphor Robinson & Ellis 2008). In his research,<br /> for decoding idioms’ meaning. In order Li conducted an experiment on 394<br /> to help students do that, teachers need to foreign language students in China. The<br /> give students direct instruction on experimental group was given instruction<br /> underlying conceptual metaphors or on conceptual metaphor and metonymy<br /> metonymies that motivate those idioms. theories as well as how to use them in<br /> In the following idioms, if the teachers decoding idioms’ meaning. Post-test<br /> simply give examples and ask students to results showed that the experimental<br /> infer meaning, their students will have a group outperformed the controlled group<br /> lot of difficulties: in learning English idioms.<br /> • Don't talk so loudly unless you In English, there are many two or<br /> want everyone to know. Bill has big ears three word verbs, also called phrasal<br /> you know. verbs. In advanced language tests like<br /> • Hey, cloth ears, I asked if you Toefl, Cambridge CAE or CPE, those<br /> wanted a drink. phrasal verbs appear with high frequency.<br /> • Warnings that sunbathing can lead Currently available grammar books and<br /> to skin cancer have largely fallen on deaf other textbooks do no more than<br /> ears in Britain. encouraging learners to memorize.<br /> • 'Do you want to hear what Streamline English Directions is a good<br /> happened at the party last night?' 'Oh yes, example of mechanical drilling and<br /> I'm all ears'. practice. Almost all units in the textbook<br /> • In the past they've tended to turn a come with a list of phrasal verbs and gap-<br /> deaf ear to such requests. filling exercises for learners to work on.<br /> • He's a powerful industrialist who These phrasal verbs are grouped in terms<br /> has the President's ear. of verbs (take, give, look …) or in terms<br /> of particles (up, down, on …). The aim of<br /> <br /> 79<br /> Tạp chí KHOA HỌC ĐHSP TPHCM Số 31 năm 2011<br /> _____________________________________________________________________________________________________________<br /> <br /> <br /> <br /> <br /> these practice exercises is to drill and • Turn down that horrible music!<br /> help learners memorize the idioms. • Please keep the noise down in this<br /> However, from classroom observation, room!<br /> students tend to forget these items after • It's really cooled down these past<br /> several weeks. In the department of few days.<br /> English, HCM city University of • Computer prices have really come<br /> Education, many students used to attend down recently.<br /> national English exams for the gifted. As In the above examples, particles<br /> the exams always have large number of “up” and “down” are always associated<br /> phrasal verbs, these students tried to with increase or decrease in size, number<br /> memorize a lot of these phrasal verbs. or strength. As a result, teachers only<br /> However, most of them complained that need to explain to the students how<br /> they would forget many of those items conceptual metaphor “MORE IS UP –<br /> after several years. All of this comes LESS IS DOWN” works and provide<br /> from rote learning encouraged by some examples instead of making<br /> teachers and textbooks. Research on students learn by heart. Besides, when<br /> conceptual metaphor theory (Vu, 2008) armed with knowledge of that conceptual<br /> has given strong evidence that idioms’ metaphor, students are more likely to<br /> meaning is grounded in conceptual infer meanings of other phrasal verbs<br /> metaphors. For instance, all of these formed with “up” and “down”.<br /> phrasal verbs are motivated by the In a similar way, temporal<br /> conceptual metaphor “MORE IS UP – conceptual metaphor starts from our<br /> LESS IS DOWN”: conventional conception of time as a<br /> • They put up the price on that model straight line running from the past to the<br /> by five dollars. future with the past in the back and the<br /> • They brought their children up in future in the front. As a result, phrasal<br /> the countryside. verbs with “ahead” and “forward” are<br /> • Production went up at the plant by used to talk about future while those with<br /> 15 percent. “back” and “behind” are used to refer to<br /> • The car sped up and passed the the past. With such understanding of<br /> slow driver. conceptual metaphor “FUTURE IS<br /> • It's really heated up these past few AHEAD – PAST IS BEHIND”, students<br /> days. can predict meaning of the following<br /> • Can you turn the sound up? idioms:<br /> • The local economy has really • What lies ahead?<br /> picked up since the new factory was • Let's think ahead to next season.<br /> built. • I'm looking forward to seeing them<br /> • The quarterly profits went down again.<br /> from the second to the third quarter.<br /> <br /> 80<br /> Tạp chí KHOA HỌC ĐHSP TPHCM Nguyen Ngoc Vu<br /> _____________________________________________________________________________________________________________<br /> <br /> <br /> <br /> <br /> • I've put my watch forward one idiom categories that are cultural-<br /> hour. specific. In several cases, due to the<br /> • The house dates back to the 16th difference inside the source domain due<br /> century. to cultural gaps, students will find it<br /> • Never look back, never have much harder to decode idiomatic<br /> regrets. meaning. As a result, background cultural<br /> • She was trying to leave behind a knowledge that teachers provide for the<br /> difficult adolescence. students will help considerably. For<br /> When somebody has power or example, most Vietnamese students find<br /> control over other people, we think about it hard to understand why English people<br /> that person as being in a higher position. say “as pleasant as a summer breeze”<br /> Therefore, phrasal verbs with “over” and since in Vietnam, summer is very hot,<br /> “up” express the idea of somebody humid and uncomfortable. Cultural<br /> having control or more power than other knowledge is the key in this case.<br /> people. In contrast, phrasal verbs with England is in the temperate zone with<br /> “down” and “under” are about people cold weather most of the year. For<br /> being controlled or in weakness. With the English people, summer is the best<br /> conceptual metaphor “POWER IS season associated with warmth and<br /> OVER/UP – WEAKNESS IS enjoyable outdoor activities. Temperature<br /> UNDER/DOWN”, teachers can help in summer in England is usually more or<br /> students infer meaning of the following less 200 C, which is ‘cold’ for many<br /> expressions: Vietnamese. If Vietnamese students<br /> • He was lording it over me. understand this, they will find the<br /> • The Emperor ruled over a vast area. expression “as pleasant as a summer<br /> breeze” does make sense.<br /> • They have come up in the world.<br /> Summary<br /> • She's been moved up to a more<br /> If the underlying conceptual<br /> responsible job.<br /> structures that motivate idioms’ meaning<br /> • The police clamped down on<br /> are explained, it is more likely that<br /> drinking in the streets.<br /> language learners infer the meaning and<br /> • The rebellion was swiftly put down.<br /> retain it longer. This contrasts with the<br /> • Prisoners are kept under constant common view held by language teachers<br /> surveillance. and textbook writers that idioms’<br /> • We had to knuckle under and do meaning can’t be predicted and they must<br /> what we were told. be learned as a whole in their context.<br /> Apart from making students aware However, context alone is not helpful for<br /> of conceptual metaphor and metonymy to students and it does not help them to<br /> infer idiomatic meaning, teachers should retain what they have learnt. From the<br /> also provide background cultural examples given, it is shown that explicit<br /> knowledge. This is especially useful for<br /> 81<br /> Tạp chí KHOA HỌC ĐHSP TPHCM Số 31 năm 2011<br /> _____________________________________________________________________________________________________________<br /> <br /> <br /> <br /> <br /> teaching of underlying conceptual diverse and rich outside world.<br /> metaphors that motivate idioms’ meaning Consequently, once teachers and students<br /> not only leads to better learning but also focus on exploring those structures, they<br /> makes learning idioms more interesting. are doing an interesting exploration<br /> Idioms, in nature, are structures formed journey themselves.<br /> through men’s conceptualizing of the<br /> <br /> REFERENCES<br /> 1. Achard, M., & Niemeier, S. (2004), Cognitive linguistics, second language<br /> acquisition, and foreign language teaching, Berlin: Mouton de Gruyter.<br /> 2. Gibbs, R. W. (1997), “Idioms and mental imagery: the metaphorical motivation for<br /> idiomatic meaning”, Cognition, vol 36.<br /> 3. Lakoff, G., & Johnson, M. (1980), Metaphor We Live By, Chicago: The University of<br /> Chicago Press.<br /> 4. Langlotz, A. (2006), Idiomatic Creativity: A cognitive-linguistic model of idiom-<br /> representation and idiom-variation in English, Philadelphia: John Benjamins<br /> Publishing Company.<br /> 5. Moon, R. (1997), Vocabulary Connections: Multi-Word Items in English. In N.<br /> Schmitt & M. J. McCarthy (eds), Vocabulary: Description, Acquisition and<br /> Pedagogy, Cambridge: Cambridge University Press.<br /> 6. Nguyễn Ngọc Vũ (2006), “Về một cách giải thích nghĩa của thành ngữ từ góc độ<br /> ngôn ngữ học tri nhận”, Kỉ yếu Hội thảo Ngôn ngữ học trẻ, Nxb Đại học Sư phạm Hà<br /> Nội, Hà Nội.<br /> 7. Nguyễn Ngọc Vũ (2008), “Hoán dụ ý niệm “Bộ phận cơ thể người biểu trưng cho sự<br /> chú ý” trong thành ngữ chứa yếu tố “mắt”, “mũi” và “tai” tiếng Anh và tiếng Việt”,<br /> Tạp chí Ngôn Ngữ, (9).<br /> 8. Robinson, P., & Ellis, N. C. (2008). Handbook of cognitive linguistics and second<br /> language acquisition. New York: Routledge.<br /> (Received: 29/8/2011; Accepted: 26/9/2011)<br /> <br /> <br /> <br /> <br /> 82<br />
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