Luận án tiến sĩ: Nghiên cứu tri nhận về ẩn dụ dựa trên các giác quan trong tiếng Anh và tiếng Việt

Luận án tiến sĩ nghiên cứu nghiên cứu tri nhận về ẩn dụ dựa trên các giác quan trong tiếng anh và tiếng việt, phân tích chuyên sâu, xây dựng mô hình lý thuyết, đề xuất giải pháp

• Tác giả: Trần Thị Thùy Oanh
• Người hướng dẫn: Trần Quang Hải
• Trường học: The University of Danang
• Chuyên ngành: English Linguistics
• Đề tài: A Cognitive Study of Metaphors Based on Human Senses in English and Vietnamese
• Loại tài liệu: Doctoral thesis
• Năm xuất bản: 2018
• Địa điểm: Danang

Mục lục chi tiết

• STATEMENT OF AUTHORSHIP
• ABSTRACT
• LIST OF ABBREVIATIONS
• TABLE OF CONTENTS
• 1. CHƯƠNG 1: INTRODUCTION
• 1.1. Aims of the Study
• 1.2. Objectives of the Study
• 1.3. Research Questions
• 1.4. Scope of the Study
• 1.5. Significance of the Study
• 1.6. Organization of the Study
• 2. CHƯƠNG 2: LITERATURE REVIEW
• 2.1. The concepts of Cognitive Linguistics
• 2.2. Main tenets in Cognitive Linguistics
• 2.3. The views of Conceptual Metaphor
• 2.4. The concepts of human senses
• 2.5. Metaphor in literature
• 2.6. The typical related works in English
• 2.6.1. The work of Lakoff and Johnson
• 2.6.2. The work of Sweetser
• 2.6.3. The work of Ibarretxe-Antuñano
• 2.6.4. The work of Kövecses
• 2.7. The typical related works in Vietnamese
• 2.8. Data collection and analysis
• 2.9. Methods of the Study
• 2.9.1. Analytic and synthetic methods
• 2.9.2. Qualitative and quantitative methods
• 2.9.3. Comparative and contrastive methods
• 2.9.4. Deductive and inductive methods
• 3. CHƯƠNG 3: RESEARCH METHODOLOGY
• 4. CHƯƠNG 4: CONCEPTUAL METAPHORS BASED ON HUMAN SENSES IN ENGLISH
• 4.1. Conceptual metaphors based on vision
• 4.1.1. AN INTELLECTUAL ACTIVITY IS VISION
• 4.1.2. HUMAN EMOTION IS VISION
• 4.1.3. MEETING IS VISION
• 4.1.4. JUDGMENT IS VISION
• 4.2. Conceptual metaphors based on hearing
• 4.2.1. AN INTELLECTUAL ACTIVITY IS HEARING
• 4.2.2. GETTING INFORMATION IS HEARING
• 4.2.3. HUMAN EMOTION IS HEARING
• 4.3. Conceptual metaphors based on touch
• 4.3.1. AN INTELLECTUAL ACTIVITY IS TOUCH
• 4.3.2. HUMAN EMOTION IS TOUCH
• 4.4. Conceptual metaphors based on smell
• 4.4.1. AN INTELLECTUAL ACTIVITY IS SMELL
• 4.4.2. INTEREST IS SMELL
• 4.4.3. EXPERIENCE IS SMELL
• 4.5. Conceptual metaphors based on taste
• 4.5.1. LANGUAGE IS TASTE
• 4.5.2. EXPERIENCE IS TASTE
• 5. CHƯƠNG 5: CONCEPTUAL METAPHORS BASED ON HUMAN SENSES IN VIETNAMESE
• 5.1. Conceptual metaphors based on vision
• 5.1.1. AN INTELLECTUAL ACTIVITY IS VISION
• 5.1.2. HUMAN EMOTION IS VISION
• 5.1.3. MEETING IS VISION
• 5.1.4. JUDGMENT IS VISION
• 5.2. Conceptual metaphors based on hearing
• 5.2.1. AN INTELLECTUAL ACTIVITY IS HEARING
• 5.2.2. GETTING INFORMATION IS HEARING
• 5.2.3. HUMAN EMOTION IS HEARING
• 5.3. Conceptual metaphors based on touch
• 5.3.1. AN INTELLECTUAL ACTIVITY IS TOUCH
• 5.3.2. HUMAN EMOTION IS TOUCH
• 5.4. Conceptual metaphors based on smell
• 5.4.1. AN INTELLECTUAL ACTIVITY IS SMELL
• 5.4.2. EXPERIENCE IS SMELL
• 5.4.3. HUMAN EMOTION IS SMELL
• 5.4.4. JUDGMENT IS SMELL
• 5.5. Conceptual metaphors based on taste
• 5.5.1. LANGUAGE IS TASTE
• 5.5.2. EXPERIENCE IS TASTE
• 5.5.3. HUMAN EMOTION IS TASTE
• 5.5.4. THING IS TASTE
• 5.5.5. HUMAN IS TASTE
• 6. CHƯƠNG 6: A CROSS-LINGUISTIC ANALYSIS
• 6.1. Comparison and contrast between conceptual metaphors based on human senses in English and Vietnamese
• 6.2. “Cross-expressions” between human senses
• 6.3. Source domains sharing target domains
• 6.3.1. Vision, Hearing, Touch, Smell - An Intellectual Activity
• 6.3.2. Vision, Hearing, Touch, Smell, Taste - Human Emotion
• 6.3.3. Vision, Hearing - Judgment
• 6.4. Implications from the results
• 6.5. Limitations of the study and suggestions for further research
• SOURCES OF DATA

Tóm tắt

I. Tri nhận ẩn dụ và giác quan trong ngôn ngữ học

Tri nhận ẩn dụ là một khái niệm trung tâm trong ngôn ngữ học tri nhận, nơi mà các ẩn dụ không chỉ là công cụ tu từ mà còn là phương tiện để hiểu và diễn đạt các khái niệm trừu tượng thông qua các trải nghiệm cụ thể. Giác quan đóng vai trò quan trọng trong việc hình thành các ẩn dụ này, vì chúng là cầu nối giữa thế giới vật chất và tư duy trừu tượng. Nghiên cứu này tập trung vào việc phân tích các ẩn dụ dựa trên giác quan trong tiếng Anh và tiếng Việt, nhằm làm rõ cách thức mà các ngôn ngữ này sử dụng các giác quan để biểu đạt ý nghĩa.

1.1. Khái niệm tri nhận ẩn dụ

Tri nhận ẩn dụ được định nghĩa là quá trình hiểu một miền khái niệm thông qua một miền khái niệm khác. Theo Lakoff và Johnson (1980), hệ thống khái niệm của con người mang tính ẩn dụ sâu sắc, và các ẩn dụ này không chỉ xuất hiện trong ngôn ngữ mà còn trong tư duy và hành động hàng ngày. Ví dụ, ẩn dụ 'THỜI GIAN LÀ TIỀN BẠC' cho thấy cách chúng ta hiểu thời gian thông qua khái niệm tiền bạc.

1.2. Vai trò của giác quan trong ẩn dụ

Giác quan là nguồn gốc của nhiều ẩn dụ, vì chúng cung cấp các trải nghiệm cụ thể để hiểu các khái niệm trừu tượng. Ví dụ, ẩn dụ 'HIỂU BIẾT LÀ NHÌN THẤY' sử dụng thị giác để diễn đạt khái niệm hiểu biết. Nghiên cứu này tập trung vào năm giác quan cơ bản: thị giác, thính giác, xúc giác, khứu giác, và vị giác, để phân tích cách chúng được sử dụng trong tiếng Anh và tiếng Việt.

II. Phương pháp nghiên cứu và phân tích

Nghiên cứu sử dụng các phương pháp mô tả, phân tích, tổng hợp, định tính, định lượng, so sánh, đối chiếu, diễn dịch, và quy nạp để phân tích các ẩn dụ dựa trên giác quan trong tiếng Anh và tiếng Việt. Dữ liệu được thu thập từ các tiểu thuyết và truyện ngắn xuất bản từ năm 2000 đến nay, tập trung vào các từ ngữ liên quan đến giác quan.

2.1. Thu thập và phân tích dữ liệu

Dữ liệu được thu thập từ các nguồn văn học tiếng Anh và tiếng Việt, tập trung vào các từ ngữ liên quan đến thị giác, thính giác, xúc giác, khứu giác, và vị giác. Các phương pháp định tính và định lượng được sử dụng để phân tích các ẩn dụ và so sánh sự tương đồng và khác biệt giữa hai ngôn ngữ.

2.2. So sánh và đối chiếu

Nghiên cứu so sánh và đối chiếu các ẩn dụ dựa trên giác quan trong tiếng Anh và tiếng Việt, nhằm xác định các điểm tương đồng và khác biệt. Ví dụ, ẩn dụ 'HIỂU BIẾT LÀ NHÌN THẤY' xuất hiện trong cả hai ngôn ngữ, nhưng cách diễn đạt có thể khác nhau.

III. Kết quả và ứng dụng thực tiễn

Nghiên cứu đã xác định được 19 ẩn dụ khái niệm dựa trên năm giác quan cơ bản trong tiếng Anh và tiếng Việt. Các kết quả này không chỉ bổ sung thêm bằng chứng cho lý thuyết ẩn dụ trong ngôn ngữ học tri nhận mà còn có giá trị thực tiễn trong việc giảng dạy, học tập và dịch thuật.

3.1. Các ẩn dụ khái niệm được xác định

Nghiên cứu đã xác định các ẩn dụ khái niệm như 'HIỂU BIẾT LÀ NHÌN THẤY', 'CẢM XÚC LÀ NGHE THẤY', và 'TRẢI NGHIỆM LÀ NẾM THỬ'. Các ẩn dụ này được phân tích dựa trên các miền nguồn và miền đích, làm rõ cách thức mà các giác quan được sử dụng để diễn đạt các khái niệm trừu tượng.

3.2. Ứng dụng trong giảng dạy và dịch thuật

Kết quả nghiên cứu có giá trị thực tiễn trong việc giảng dạy và dịch thuật tiếng Anh và tiếng Việt. Ví dụ, việc hiểu rõ các ẩn dụ dựa trên giác quan có thể giúp người học tránh được các hiểu lầm trong quá trình sử dụng ngôn ngữ.

Trích đoạn nội dung tài liệu

MINISTRY OF EDUCATION AND TRAINING THE UNIVERSITY OF DANANG TRẦN THỊ THÙY OANH A COGNITIVE STUDY OF METAPHORS BASED ON HUMAN SENSES IN ENGLISH AND VIETNAMESE DOCTORAL THESIS IN SOCIAL SCIENCES AND HUMANITIES Danang - 2018 MINISTRY OF EDUCATION AND TRAINING THE UNIVERSITY OF DANANG TRẦN THỊ THÙY OANH A COGNITIVE STUDY OF METAPHORS BASED ON HUMAN SENSES IN ENGLISH AND VIETNAMESE Major: English Linguistics Code: 62.01 DOCTORAL THESIS IN SOCIAL SCIENCES AND HUMANITIES Supervisors: 1. Trần Quang Hải 2. Nguyễn Văn Hiệp Danang - 2018 i STATEMENT OF AUTHORSHIP Except where reference is made in the text of the thesis, this thesis contains no material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma. This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution.

Danang, January 2018 Tran Thi Thuy Oanh ii ABSTRACT The thesis studies English and Vietnamese conceptual metaphors based on the five basic human senses namely vision, hearing, touch, smell and taste. The study uses the descriptive, analytic, synthetic, qualitative, quantitative, comparative, contrastive, deductive and inductive methods. The research finds out 19 conceptual metaphors from setting up the mappings or sets of correspondences between the source domains and target domains for each sense with the explanation in each situation. At the same time, this work points out the similarities and differences between the two languages.

Most of conceptual metaphors can be found in both languages, but some are unique to Vietnamese or English. The study also examines source domains sharing target domains. Moreover, the “cross-expressions” between human senses in expressing language are also clarified. The study suggests the implications for teaching, learning and translating English in the view of cognitive linguistics in general and conceptual metaphor theory in particular.

iii LIST OF ABBREVIATIONS CD conceptual domain CL Cognitive Linguistics CM conceptual metaphor CMs conceptual metaphors CMT conceptual metaphor theory HSs human senses ME metaphorical expression SD source domain OALD The Oxford Advanced Learning Dictionary TD target domain VD The Vietnamese Dictionary iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP. ii LIST OF ABBREVIATIONS. iii TABLE OF CONTENTS. iv LIST OF TABLES……………………………………………………………….viii LIST OF FIGURES.

Aims of the Study. Objectives of the Study. Scope of the Study. Significance of the Study.

Organization of the Study. The concepts of Cognitive Linguistics. Main tenets in Cognitive Linguistics. The views of Conceptual Metaphor.

The concepts of human senses. Metaphor in literature. The typical related works in English. The work of Lakoff and Johnson.

The work of Sweetser. The work of Ibarretxe-Antuñano. The work of Kövecses. The typical related works in Vietnamese.

Data collection and analysis. Methods of the Study. Analytic and synthetic methods. Qualitative and quantitative methods.

Comparative and contrastive methods. Deductive and inductive methods. CONCEPTUAL METAPHORS BASED ON HUMAN SENSES IN ENGLISH. Conceptual metaphors based on vision.

AN INTELLECTUAL ACTIVITY IS VISION. HUMAN EMOTION IS VISION. MEETING IS VISION. JUDGMENT IS VISION.

Conceptual metaphors based on hearing. AN INTELLECTUAL ACTIVITY IS HEARING. GETTING INFORMATION IS HEARING. HUMAN EMOTION IS HEARING.

Conceptual metaphors based on touch. AN INTELLECTUAL ACTIVITY IS TOUCH. HUMAN EMOTION IS TOUCH. Conceptual metaphors based on smell.

AN INTELLECTUAL ACTIVITY IS SMELL. INTEREST IS SMELL. EXPERIENCE IS SMELL. Conceptual metaphors based on taste.

LANGUAGE IS TASTE. EXPERIENCE IS TASTE. CONCEPTUAL METAPHORS BASED ON HUMAN SENSES IN VIETNAMESE. Conceptual metaphors based on vision.

AN INTELLECTUAL ACTIVITY IS VISION. HUMAN EMOTION IS VISION. MEETING IS VISION. JUDGMENT IS VISION.

Conceptual metaphors based on hearing. AN INTELLECTUAL ACTIVITY IS HEARING. GETTING INFORMATION IS HEARING. HUMAN EMOTION IS HEARING.

Conceptual metaphors based on touch. AN INTELLECTUAL ACTIVITY IS TOUCH. HUMAN EMOTION IS TOUCH. Conceptual metaphors based on smell.

AN INTELLECTUAL ACTIVITY IS SMELL. EXPERIENCE IS SMELL. HUMAN EMOTION IS SMELL. JUDGMENT IS SMELL.

Conceptual metaphors based on taste. LANGUAGE IS TASTE. EXPERIENCE IS TASTE. HUMAN EMOTION IS TASTE.

THING IS TASTE. HUMAN IS TASTE. A CROSS-LINGUISTIC ANALYSIS. Comparison and contrast between conceptual metaphors based on human senses in English and Vietnamese.

“Cross-expressions” between human senses. Source domains sharing target domains. Vision, Hearing, Touch, Smell - An Intellectual Activity. Vision, Hearing, Touch, Smell, Taste - Human Emotion.

Vision, Hearing - Judgment. Implications from the results. Limitations of the study and suggestions for further research. SOURCES OF DATA.

viii LIST OF TABLES Table 1.1: The entities and sensory activities of the five basic HSs in English and Vietnamese .1: Mappings for the LIFE IS A JOURNEY metaphor .2: Extremities of the five basic human senses .1: Mappings for the AN INTELLECTUAL ACTIVITY IS VISION conceptual metaphor .2: Mappings for the HUMAN EMOTION IS VISION conceptual metaphor .3: Mappings for the MEETING IS VISION conceptual metaphor .4: Mappings for the JUDGMENT IS VISION conceptual metaphor .5: Distribution of CMs based on vision in English .6: Mappings for the AN INTELLECTUAL ACTIVITY IS HEARING conceptual metaphor………………………………………………………………………….7: Mappings for the GETTING INFORMATION IS HEARING conceptual metaphor .8: Mappings for the HUMAN EMOTION IS HEARING conceptual metaphor .9: Distribution of CMs based on hearing in English .10: Mappings for the AN INTELLECTUAL ACTIVITY IS TOUCH conceptual metaphor .11: Mapping for the HUMAN EMOTION IS TOUCH conceptual metaphor .12: Distribution of CMs based on touch in English .13: Mappings for the AN INTELLECTUAL ACTIVITY IS SMELL conceptual metaphor .14: Mapping for the INTEREST IS SMELL conceptual metaphor .15: Mapping for the EXPERIENCE IS SMELL conceptual metaphor .16: Distribution of CMs based on smell in English.17: Mappings for the LANGUAGE IS TASTE conceptual metaphor .18: Mappings for the EXPERIENCE IS TASTE conceptual metaphor .19: Distribution of CMs based on taste in English .20: Distribution of CMs based on HSs in English .1: Distribution of CMs based on vision in Vietnamese .2: Distribution of CMs based on hearing in Vietnamese .3: Distribution of conceptual metaphors based on touch in Vietnamese .4: Mapping for the HUMAN EMOTION IS SMELL conceptual metaphor .5: Mapping for the JUDGMENT IS SMELL conceptual metaphor .6: Distribution of CMs based on smell in Vietnamese .7: Mapping for the HUMAN EMOTION IS TASTE conceptual metaphor .8: Mapping for the THING IS TASTE conceptual metaphor .9: Mapping for the HUMAN IS TASTE conceptual metaphor.10: Distribution of CMs based on taste in Vietnamese .11: Distribution of CMs based on HSs in Vietnamese .1: Comparison and contrast between CMs based on vision in English and Vietnamese .2: Comparison and contrast between CMs based on hearing in English and Vietnamese .3: Comparison and contrast between CMs based on touch in English and Vietnamese .4: Comparison and contrast between CMs based on smell in English and Vietnamese .5: Comparison and contrast between CMs based on taste in English and Vietnamese .6: Comparison and contrast between CMs based on HSs in English and Vietnamese…………………………………………………………………………….7: Source domains share the target domain AN INTELLECTUAL ACTIVITY .8: Source domains share the target domain HUMAN EMOTION .9: Source domains share the target domain JUDGMENT .10: Comparison and contrast between CM based on HSs in English and Vietnamese .137 x LIST OF FIGURES Figure 2.1: The structure of perception metaphors .2: A new model for perception verbs .1: Accounting the expressions by the function of the excel software .2: The folder of expressions based on vision .3: Extract of the OALD for the word ‘see’ .4: Extract of the VD for the word ‘ngo ̣t ngào’ .1: “Cross-expressions” between human senses in Vietnamese .2: Source domains share the target domain AN INTELLECTUAL ACTIVITY .3: Source domains share the target domain HUMAN EMOTION .4: Source domains share the target domain JUDGMENT .5: Distribution of ME based on HSs in English .6: Distribution of ME based on HSs in Vietnamese .7: Distribution of CM based on HSs in English and Vietnamese .8: Distribution of similarity and difference of CMs of HSs in English and Vietnamese. Rationale Cognitive linguistics (CL) originally emerged in the early 1970s attracting many linguists’ interests such as G. According to the cognitive approach, linguistic knowledge is considered cognition and thinking. Human beings use knowledge and experience of things and events they have and know well to transfer to those other ones in so unfamiliar or abstract concepts, especially in the case of metaphors.

Notably, in 1980, George Lakoff and Mark Johnson first extensively explored this theory by atypical work Metaphors We Live By (revised in 2003) which has become popular with linguistic works around the world in recent years. It is said that the human conceptual system is “fundamentally metaphorical in nature” (Lakoff & Johnson, 1980, p. In the view of traditional concepts, metaphor is a linguistic phenomenon with artistic and rhetoric purpose, based the similarities between two objects, used by talented people or for special effects (Kövecses, 2010). However, it has been challenged deeply in the light of CL.

According to Lakoff and Johnson (1980), “metaphor is a property of concepts, and not of words; the function of metaphor is to better understand certain concepts, and not just some artistic or esthetic purpose” (cited in Kövecses, 2010, p. Lakoff and Johnson (1980) also defined that “metaphor is often not based on similarity; metaphor is used effortlessly in everyday life by ordinary people, not just by special talented people; and metaphor, far from being a superfluous though pleasing linguistic ornament, is an inevitable process of human thought and reasoning” (cited by Kövecses, 2010, p. In fact, 2 “metaphor is defined as understanding one conceptual domain in terms of another conceptual domain” and called “conceptual metaphor” (Kövecses, 2010, p. Our conceptual system is highly metaphorical, “the way we think, what we experience, and what we do everyday is very much a matter of metaphor” (Lakoff & Johnson, 1980, p.

In other words, in the view of CL, “metaphor is fundamental to language and cognition in that it represents and records how people conceptualize their experiences, attitudes and practices” (Lakoff & Johnson, 1980, p. Lakoff (1987) shows that metaphor is conceptual in nature, and its mappings are regarded as conventional mental mechanisms and experientially motivated. It allows us to “understand ourselves and our world in ways that no other modes of thought can” (Lakoff & Turner, 1989, p. Our own bodies are used as an ideal reference point to describe or refer to something related.

Kövecses (2002) defines that “although our thoughts have to be done by systematic metaphorical mapping, a common target domain is the human mind and “being such an abstract concept, it is not surprising we employ metaphors for better comprehension” (p. Generally speaking, there have been many cognitive linguistic researches on metaphors based on human body parts in the world. This is understandable; because human body parts are very specific, very close to our lives and our understanding. We take ourselves to imagine the world, reflect the development path of our awareness by expressing ideas from concrete to abstract.

By talking, working, and getting feelings with the changes we experience, we receive knowledge of parts of our body. According to Kövecses (2010), “the human body is an ideal source domain, since, for us, it is clearly delineated and (we believe) we know it well. This does not mean that we make use of all aspects of this domain in metaphorically understanding abstract targets” (p. Thus, many researches focus on conceptual metaphors based on body parts such as the head, hands, stomach or conceptual metaphors of emotion, love and so on.

However, there are still not any works of conceptual metaphors based on human senses in detail, especially in English compared and contrasted with Vietnamese.