汉英“情感隐喻”对比研究及其对国际中文教育的启示——以“喜、怒、哀、惧”为例

A Comparative Study of “Emotional Metaphors” in Chinese and English and Its Implications for International Chinese Education—Taking “Happiness, Anger, Sorrow, and Fear” as Examples

摘要: 情感作为人类普遍拥有的主观性经验，其语言表达方式因受到人类文化背景和认知水平的影响而产生差异。本研究以Lakoff和Johnson的概念隐喻理论为基础，选取“喜、怒、哀、惧”四种基本人类情感为案例，对比分析了汉语和英语中情感隐喻的共性与差异。研究发现，两种语言在认知上存在共性，例如都会使用“实体”“容器”“方位”“温度”等作为情感的隐喻源域。然而，在具体表达上存在显著差异，尤其体现在汉语倾向于使用“器官”(如肝、胆)作为情感隐喻的载体，而英语则极少如此。这一差异主要源于中医文化与西方科学身体观的不同。论文最后基于这些对比分析，为国际中文教育提供了教学启示，建议教学中应从共性入手，逐步深入文化背景的阐释，以帮助学习者规避母语负迁移，提升跨文化交际能力。

Abstract: As a subjective experience commonly owned by human beings, the language expression of emotion is different due to the influence of human cultural background and cognitive level. Based on Lakoff’s and Johnson’s conceptual metaphor theory, this study selects four basic human emotions as cases to analyze the similarities and differences of emotional metaphors in Chinese and English. The study found that the two languages have cognitive commonalities, such as “entity”, “container”, “orientation”, “temperature” and so on. However, there are significant differences in specific expressions, especially in that Chinese tends to use “organs” (such as liver and gallbladder) as the carrier of Emotional Metaphor, while English rarely does. This difference is mainly due to the difference between traditional Chinese medicine culture and western scientific body view. Finally, based on these comparative analysis, the paper provides teaching enlightenment for international Chinese education, and suggests that the teaching should start from the commonness, and gradually deepen the interpretation of cultural background, so as to help learners avoid the negative transfer of mother tongue and improve their intercultural communication ability.