Research On The Teaching Of International Chinese Figurative Figures Of Speech From The Cognitive Perspective

Figurative figure of speech,as a commonly used language expression technique,is an important content in international Chinese teaching.Existing studies are more inclined to analyze from the ontological structure and rhetorical function of figurative figures of speech,while from the perspective of cognition,there is a lack of research literature on the internal cognitive mechanism of the generation,expression and understanding of figurative figures.Based on this,this paper firstly investigates and analyzes the situation of figurative figures of speech involved in relevant textbooks,the teaching situation of international Chinese teachers,and the learning situation of Chinese learners.Then,it carries out logical reconstruction of figurative figures of speech from a cognitive perspective,and proposes corresponding teaching strategies.The study found:From the perspective of teachers,making clear the correlation between things is the focus of teaching,clarifying the cultural background involved in metaphor is the difficulty of teaching,and distinguishing the types of figurative figures of speech is the necessary link of teaching.From the perspective of students,there are some problems that Chinese learners have high demand for figurative figures of speech,lack of proficiency in the basic structure of figurative sentences,lack of understanding of Chinese culture,lack of recognition of similarities between things,and difficulty in distinguishing the types of figurative figures of speech.From a cognitive perspective,figurative figures of speech describe the target object to be expressed through a similar thing,which is essentially a conceptual metaphor under a cognitive thinking mode.Metaphor in cognitive mode is the revelation of the thinking mode behind the traditional rhetorical devices and portrays a cognitive phenomenon.Specifically,from the perspective of the structure of the figure of speech,the figure of speech in traditional rhetoric can be represented by "noumenon + figurative word + figurative body",while the figure of speech in cognitive mode is the form of "mapping" from "source domain" to "target domain",in which "source domain" is equivalent to "figurative body" and "target domain" is equivalent to "noumenon".In terms of the classification of metaphors,figurative figures of speech in traditional rhetoric can usually be divided into three categories:simile,metaphor and metonymy,while figurative figures in cognitive mode can be divided into two categories: explicit mapping metaphor and recessive mapping metaphor.Among them,explicit mapping metaphor is similar to simile,while recessive mapping metaphor is similar to metaphor and metonymy.Cognitive law of metaphor: Different roles lead to different starting points of metaphor cognition;People can choose different figurative bodies to explain the same noumenon,and the same figurative body can also interpret different noumenon.The grasp of similarity is the core and key of metaphor.There are many factors affecting the understanding and perception of similarity,such as geographical environment,cultural concept,religious belief,etc.,which will have an impact on the understanding and perception of similarity.Figurative figure of speech has a certain structural form.Noumenon,metaphor and metaphor are the three core elements,and the three elements may not be clearly reflected in metaphor;Figurative figures of speech often refer to cultural context.In addition,the teaching materials of figurative figures of speech are insufficient,the teaching materials are less involved in figurative figures of speech,and the distribution is not reasonable,which all become the important factors restricting learners’ acquisition of figurative figures of speech.Therefore,this paper puts forward several suggestions: in the compilation of textbooks,we should set up the topic of figurative figures and introduce the theory of conceptual metaphor.Pay attention to the preparation of cultural figurative vocabulary,systematically introduce the relevant knowledge of rhetoric;Scientific setting of relevant exercises.In the aspect of teachers’ teaching,teachers should raise the consciousness of rhetoric teaching;Cultivate students’ metaphorical cognitive thinking;Supplement metaphor theory teaching materials;Pay attention to cultural teaching;Use contextual teaching method,etc.In the aspect of student learning,learners should consciously reduce avoidance strategies;Cultivate cross-cultural awareness and so on.