苏远连编写的《中国高级英语学习者隐喻能力发展研究--隐喻生涯假说阐释(英文版)》在隐喻生涯理论框架下，通过考察中国二语学习者在不同教学环境下对英语名词隐喻习得的情况探讨他们隐喻能力的发展路径。研究对比了学习者在四种不同的教学环境下对三种不同类型的名词隐喻的习得情况。80名大学三年级的英语学习者被随机分配到四个实验组，接受对这三种名词隐喻的不同隐喻输入处理，然后，学习者完成隐喻形式偏好判断任务、隐喻理解任务和隐喻产出任务。两外20名相同学术背景的学习者接受对这三种名词隐喻的不同隐喻输入处理后完成隐喻理解和刺激-回忆访谈任务，深层考察不同输入处理对学习者隐喻理解思维过程和隐喻处理策略的影响。

Contents

前言

Abstract

Chapter 1 General Introduction

 1.1 Metaphorical Competence-A Neglected Dimension in SecondLanguage Pedagogy

 1.2 Defining and Classifying Metaphor

 1.3 Defining Metaphorical Competence

 1.4 The Importance of Metaphorical Competence in L2Proficiency

 1.5 Structure of the Book

Chapter 2 Studies on L2 Metaphorical Competence

 2.1 The Development of Metaphorical Competence in L2 Learners

 2.2 Factors Affecting the Development of L2 MetaphoricalCompetence

 2.3 The Effect of Instruction on the Development of L2 MetaphoricalCompetence

 2.4 A Critique of Previous Studies

 2.5 Summary

Chapter 3 Conceptualizing the Development of L2 MetaphoricalCompetence:In Search of a Theoretical Framework

 3.1 The Comparison Model

 3.2 The Categorization Model

 3.3 The Structure-mapping Model

 3.4 The Career of Metaphor Hypothesis

 3.5 The Career of Metaphor Hypothesis as a Theoretical Frameworkfor Investigating the Development of L2 MetaphoricalCompetence

 3.6 Summary

Chapter 4 The Development of L2 Metaphorical Competence:A COMHypothesis-based Account

 4.1 Redefining and Operationalizing L2 MetaphoricalCompetence

 4.2 Factors to be Considered in Investigating the Development of L2Metaphorical Competence

 4.2.1 Context

 4.2.2 Input

 4.3 Variables for Investigation of Metaphorical Competence Withinthe COM Hypothesis

 4.3.1 Metaphor Type

 4.3.2 Learning Condition

 4.4 Central Issue of Research

 4.5 Summary

Chapter 5 The Development of Metaphorical Competence in AdvancedChinese EFL Learners-An Empirical Study

 5.1 Research Design

 5.2 Participants

 5.3 Materials

 5.3.1 Selection of Target Metaphors

 5.3.2 Generation of Grounds for the Target Metaphors

 5.3.3 Generation of Exposure Metaphors for the VT Group

 5.4 Instrumentation

 5.5 Procedures

 5.5.1 Phase One:Administration of the Pretest

 5.5.2 Phase Two:Experimental Treatment and Administration of thePosttest

 5.5.3 Phase Three:Administration of the Delayed Test and theSRT

 5.6 Data analysis

 5.6.1 Scoring of MFPT

 5.6.2 Coding and Scoring of MIT

 5.6.3 Coding and Scoring of MPT

 5.6.4 Coding of SRT Data

 5.7 Results

 5.7.1 Results for Research Hypotheses Testing

 5.7.2 Results for Metaphor Processing Strategies

 5.8 Summary

Chapter 6 The COM Hypothesis Account of the Development of L2Metaphorical Competence

 6.1 The Effect of Metaphor Type on the Development of L2Metaphorical Competence

 6.2 The Effect of Learning Condition on the Development of L2Metaphorical Competence

 6.2.1 The Effect of Learning Condition on the Abstraction ofMetaphoric Categories

 6.2.2 The Effect of Learning Condition on the Transfer of theAbstracted Metaphoric Categories

 6.3 The COM Hypothesis as a Theoretical Framework for theDevelopment of L2 Metaphorical Competence:A Revisit

 6.4 Implications for Foreign Language Pedagogy

 6.5 Directions for Future Research

References

 Appendices

 Appendix 1 Familiarity Rating Test

 Appendix 2 Familiarity Ratings for the 115 Metaphors

 Appendix 3 Metaphor Classification Test for the 81 Metaphors

 Appendix 4 Results of Metaphor Classification Test for the 81Metaphors

 Appendix 5 Exposure Materials for the VT Group

 Appendix 6 Metaphor Form Preference Test

 Appendix 7 Manipulation Materials for the SR Group(SimilarityRating Task)

 Appendix 8 Manipulation Materials for the SD Group(SimilarityDiscrimination Task)

 Appendix 9 Verbal Accounts of Thought Processes by Each ParticipantGroup in the Stimulated Recall Task with Cues of ParsingStrategies

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