隐喻思维与高中英语词汇教学

维词课堂figure

例2：charge

维词课堂charge

charge语义树

通过多次示例解释后，学生理解了词汇隐喻思维模式，笔者开始引导学生自己利用《新高中英语词汇》建立高频词各义项的语义网络，如：appear, approach, crash, course, handle, character, raise, close, sight, tough, rough, settle, share, apply, position, present, pick up, bring up等，然后展示维克多“维词课堂”课件中这些词汇的语义树。

在学生集中学习这些词汇的隐喻含义时，学生兴趣高涨，大胆想象，即使有时理解不精准，但也有一点成就感，甚至也有创新。如credit这个词的各义项几乎没有什么联系，记忆困难，影响了语篇理解与词汇的运用。但学生在讨论过程中，发现了一些规律，如下表显示：

笔者虽不能证明学生解释的科学性，但惊叹学生的创造性与思维的合理性。

再如out这个单词的基本义是“（从……里面）出来”，譬如A从某个空间内迁移到空间外的一个新位置。对于原来空间来说，已没有A，所以，站在原始位，out的喻义是“无，没有”；从过程位看，out是动作“出来”；从结果位看，out喻义是“结果”。如下面语义结构图所示：

词汇隐喻思维分散巩固——回归语篇

语言是用来表达思想情感体验的，但是在用来表达的词语与源自体验的概念之间存在着空缺，而隐喻的使用正是通过扩充不同词语的意义来填补这种空缺的。无论是语义选择还是空缺填补，隐喻的产生都离不开语义，而词义的产生又离不开语境，因而隐喻的产生与理解都是和语境密切相关的。

词汇隐喻思维的集中训练最终要回归到语境中，笔者结合维克多拓展阅读中历年高考英语阅读与完形语篇，指导学生利用隐喻思维来理解语篇。下面以2016年高考全国卷1完形填空为例，引导学生体验隐喻思维在语篇中的变化规律与语境的制约性。

选文内容概要：一天早上，Larry在送货的返回途中注意到一辆小汽车开着大灯，进而发现另一辆起火的车翻倒在地。Larry靠边停好车，拿出灭火器扑灭火苗，稳定了被困在车内的女司机的情绪。最后，在消防等救援人员赶到后，Larry和那位小汽车司机才离开。

笔者要求学生标出语篇中熟词生义的词汇，推测这些词汇在车祸与救援的两个特定语境下的喻义，具体讨论结果列举如下：

这些词义的变化制约着学生对完形语篇的理解，其中有不少词汇出现在试题的选项上，增加了试题的难度，学生错误集中在：travel, disabled, back off, still, free等词的选择上。该题充分体现了高考对学生语言思维能力与语用能力的深度考察，这种考察也大量地出现在阅读理解语篇中，对当下的英语教学如何落实核心素养起到了良好的反拨作用。

附原文：

A Heroic Driver

Larry works with Transport Drivers, Inc. One morning in 2009, Larry was traveling along I65 north after delivering to one of his customers. Suddenly, he saw a car with its bright lights on. As he got closer, he found another vehicle upside down on the road. One more look and he noticed flames shooting out from under the disabled vehicle. Larry pulled over, set the brake and got hold of the fire extinguisher (灭火器). Two good bursts from the extinguisher and the fire was put out.

The man who had his bright lights on came over and told Larry he had made an emergency call. They then heard a woman’s voice coming from the wrecked (毁坏的) vehicle. Approaching the vehicle, they saw that a woman was trying to get out of the broken window. They told her to stay still until the emergency personnel arrived, but she thought the car was going to explode. Larry told her that he had already put out the fire and she should not move in case she injured her neck.

Once fire and emergency people arrived, Larry and the other man backed off and let them go to work. Then, Larry asked the police if he was needed or free to go. They let him and the other man go.

One thing is for certain — Larry went above and beyond the call of duty by getting so close to the burning vehicle! His efforts most likely saved the woman’s life.

再如2019年全国卷1英语完形填空，再次体现了词汇隐喻思维在语篇理解中的重要性。

选文内容概要：作者听到关于乞力马扎罗山被游客污染的报道，产生怀疑，决定亲自体验一下，结果发现乞力马扎罗山的环境面貌改善得很美，五种生态环境相映成趣，事实证明报道不实，作者的质疑是对的。

本文无论从话题还是文体上，都与往年不同。话题不完全是环保问题，侧重环境变化与自然风光的描述；行文体现了记叙、说明及议论三种体裁的融合；文章脉络跌宕起伏，但主线清晰；语言优美，词汇喻义增添了语言感情色彩，多次出现在正确选项上。如下表所示：

附原文：

Every year about 40,000 people attempt to climb Kilimanjaro, the highest mountain in Africa. They bring with them lots of waste. The crowds might damage the beauty of the place. The glaciers (冰川) are disappearing, changing the face of Kilimanjaro.

Hearing these stories, I’m skeptical about the place — other destinations are described as “purer” natural experiences.

However, I soon discover that much has changed since the days of disturbing reports of camps among tons of rubbish. I find a clean mountain, with toilets at camps and along the paths. The environmental challenges are significant but the efforts made by the Tanzania National Park Authority seem to be paying off.

The best of a Kilimanjaro experience, in my opinion, isn’t reaching the top. Mountains are regarded as spiritual places by many cultures. This view is especially evident on Kilimanjaro as climbers go through five ecosystems (生态系统) in the space of a few kilometers. At the base is a rainforest. It ends abruptly at 3, 000 meters, giving way to lands of low growing plants. Further up, the weather changes — low clouds envelope the mountainsides, which are covered with thick grass. I count twelve shades of green from where I stand. Above 4, 000 meters is the highland desert: gravel (砾石), stones and rocks. Finally you climb into an arctic-like zone with permanent snow and the glaciers that may soon disappear.

Does Kilimanjaro deserve its reputation as a crowded mountain with lines of tourists ruining the atmosphere of peace? I found the opposite to be true.

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结语

总之，隐喻不仅是一种语言现象、一种修辞格，更是一种人类认知与思维的基础，是言语表达与理解语篇的有力思维工具。隐喻包括语篇隐喻、语段隐喻、句子隐喻和词汇隐喻等，其中词汇隐喻是英语隐喻教学的基础。

教师要引导学生掌握词汇隐喻的内涵与变化规律，鼓励学生按隐喻思维对高频词汇自主归类，遵循隐喻思维模式，扩大词汇量，避免词汇的机械记忆；同时，利用语篇增强学生的词汇隐喻思维能力，发现词义在特定语境中的变化规律，提高英语词汇学习效率,形成隐喻思维能力，从而更好地去理解英语语篇，提高语言交际能力。