Study On Idiom Teaching In TCSL Based On Cognitive Transfer And Cognitive Metaphor Structure

Idioms are an integral part of the Chinese language system.In the past,most of the discussion about idioms was carried out on the level of language ontology,ignoring the cognitive orientation of idioms.With the rise of contemporary cognitive linguistics,more and more researchers realize that cognitive metonymy and cognitive metaphor theory can effectively explain Chinese idioms.However,there are not many studies on how to introduce cognitive metonymy and cognitive metaphor theory into idiom teaching mode.Few people pay attention to whether this teaching mode has a positive impact on teaching Chinese as a foreign language.Although the cognitive basis of cognitive metonymy and cognitive metaphor is different,the former depends on proximity,while the latter is related to similarity,but on the one hand,cognitive metonymy and cognitive metaphor are isomorphic in cognitive structure;On the other hand,there is empirical continuity between similarity and proximity.Therefore,many cognitive linguists will use these two cognitive ideas in juxtaposition when analyzing specific corpora.The author also uses this analysis mode.Based on cognitive metonymy and cognitive metaphor theory,this paper analyzes Chinese idioms with the cognitive structure characterized by “source domain,target domain and mapping relationship between source domain and target domain”;according to whether there are cognitive metonymy and cognitive metaphor in idiom,the idiom is divided into "non-cognitive turn,metaphorical idioms" and "cognitive turn,metaphorical idioms",and subdivided cognitive and metaphorical idioms into five types: source domain +metaphor word + target domain idiom,source domain + metaphor word idiom,source domain + target domain idiom,allusion source domain idiom and common source domain idiom,from the perspective of cognition,all Chinese idioms are summarized as six categories;after clear classification,the author used the Developing Chinese(especially two intermediate tutorials)as a corpus to investigate the idioms of the students of the "Chinese Culture Teaching Center" of East China Normal University;on this basis,with the method of thinking aloud,it is demonstrated that there is a correlation between cognitive transfer,metaphor and Chinese idioms.Through interviews,we can know about the idiom teaching mode of current TCSL teachers.According to the comparative classroom teaching activities,the validity and positive significance of cognitive transfer and metaphor teaching mode are proved through post-testing and student feedback.Finally,the author explores the enlightenment brought by this research to idiom teaching,and hopes to improve the idiom teaching effect through cognitive transfer and metaphor teaching mode while teaching time and teaching materials are unchanged,and help Chinese learners to learn Chinese idioms better.