The Design and Implementation of the Literary Metaphors Pedagogy for the High-level Chinese Learner - The Case of Zhang Ailing’s Prose “Written on Water”

• Main Authors: Yi-Ting, Hsieh, 謝怡婷
• Other Authors: Li-Na, Fang
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/62y8u5

碩士 === 國立高雄師範大學 === 華語文教學研究所 === 102 === This study focused on the analysis of the reading instruction of literary metaphors, the using of conceptual metaphors on teaching instruction and the using of transactional theory on classroom activities. Three main research purposes were followed by the analysis: 1. To understand the reading process of Mandarin learners while reading literary metaphors. 2. To find the effects of using conceptual metaphor theory on Mandarin literary reading instruction. 3. To know the metaphor reading instruction of high-level Mandarin learners. The method to carry out this study was using content analysis, which included the collection of instruction for high-level Mandarin literary teaching as well as the metaphors in Zhang Ailing’s writing which was also the textbook for this study. The participants in this study were 3 volunteers. The conclusion was based on the classroom observation, the achievement test and the individual interview. The research result is the conceptual metaphors in learner’s body experiences and cultural background effect the meaning construct of intercultural and literary content while reading the Mandarin literature. Meanwhile, to combine the active meaning-construct module of the transactional theory and the conceptual metaphor theory can encourage learners to express their understanding and interpretation. Based on the result of this study, we can make three conclusions on teachers, learners and teaching strategies: 1.Not only the individual learners’ nationalities and cultures, but also their living experiences, academic professions, hobbies and personalities are showed in teaching activities all the time. 2. Except the basic literary attainment, historical knowledge and intercultural global perspective, the realization of Chinese culture is also extremely important for high-level Mandarin teachers. 3. The best teaching strategies is to strengthen the cultural exchange and meaning expression between learners and teacher. In the end, the reading instruction of literary metaphors and the prospective study are provided with many discussions.