小学儿童对有字面义与无字面义的隐喻理解发展研究

为研究儿童对有、无字面义的隐喻理解发展特征,本文采用隐喻理解实验材料,以某县城小学二、四、六年级共168名学生为被试,考察儿童有、无字面义隐喻理解发展。结果表明:(1)整个小学阶段儿童隐喻理解水平较低,无字面义隐喻理解水平更低;(2)低、中年级儿童有字面义隐喻理解水平明显高于无字面义隐喻理解水平,高年级儿童有、无字面义隐喻理解水平几乎一样;(3)小学儿童有字面义和无字面义隐喻理解水平都在迅速提高,无字面义隐喻理解水平提高更快。

A Study on Primary School Children＇s Development in Comprehension of Metaphor with/without Literal Meaning

The research studied the features of children’s development in comprehension of metaphor with or without literal meaning,among 168 students of Grade Two,Four and Six from a city primary school.Results show that: 1) primary school students’ metaphoric comprehension was at the low level throughout the entire primary school period,even lower to metaphor without literal meaning;2) the low-and middle-grade students’ understanding of metaphor with literal meanings was significantly better than those without literal meaning,while the high-grade students showed no difference in understanding metaphor with or without literal meaning;3) primary school pupils were making rapid progress in understanding metaphor with or without literal meaning,and greater improvement was found in understanding metaphor without literal meaning.