英语论文哪里有？笔者认为为促进儿童对绘本的全面了解，绘本作者和插画师应根据不同年龄儿童的认知发展特点，适当调整绘本中的模态形式和转喻类型的比例。教师和父母也应具备对多模态转喻的理解能力，并能引导儿童正确解读绘本中隐含的多模态转喻，从而提升儿童的语言理解和认知思维水平。
Chapter One Introduction
1.3 Significance of the Research
Theoretically speaking, the present study refines and modifies the classification framework proposed by Radden and Kövesces (1999) and Peirsman and Geeraerts (2006), making it more compatible with children’s picture books. Peirsman and Geeraerts’ metonymic classification fails to incorporate more metonymic patterns. For Radden and Kövecses, they attempt to offer a comprehensive and integrated classification. However, their framework is somewhat fragmental and fails to organize in a clear way. So, We first use Radden and Kövecses’ framework to identify different kinds of metonymic patterns in picture books, and then categorize them according to contiguity.
Practically speaking, this study provides valuable insights for authors and illustrators of picture books, as well as for teachers and parents. For authors and illustrators, when designing picture books, it is important to collaborate and adjust the proportion of metonymic types in accordance with the stages of children’s cognitive development. For teachers and parents, they should understand metonymy and foster children’s interest in reading by providing age-appropriate support.
Chapter Three Theoretical Framework
3.1 Definition of Conceptual Metonymy
The study of metonymy originated in ancient Greece, where it was primarily considered as a figure of speech or trope in classical rhetoric. However, with the advent of cognitive linguistics, our understanding of metonymy underwent a fundamental transformation. We believe that metonymic expressions, grounded in people’s concepts, are closely tied to our cognition and experiences. This has shifted the perception of metonymy from being solely a rhetorical device to being recognized as a fundamental aspect of human cognition.
Lakoff and Johnson (1980) first put forward metonymy from a cognitive standpoint in Metaphors we live by. They believe that metonymy is a thinking mode and is closely related to our experience in the world. Nowadays, a lot of research study the nature of metonymy (Koch, 2011; Panther & Radden, 1999; Panther & Thornburg, 2003, 2007). However, there remains no universally agreed definition of metonymy. (Zhang, 2016, p. 8). Two mainstream views, domain-based and prototype-based views, will be discussed below.
Chapter Five Results and Discussion
5.1 Research Question 1
Peirsman and Geeraerts (2006) view metonymy as a prototypically structured category and conceptual contiguity. They also propose a classification grounded in different types of contiguity that motivate metonymic patterns. The present study analyzes 50 picture books, and except for contiguity in the temporal domain, the other 3 types all appear.
Similar to Peirsman and Geeraerts’ view on metonymy, Radden and Kövecses (1999) believe metonymy operates within ICMs. In the picture books we have chosen in the present study, Thing-and-Part ICM, Constitution ICM, Event ICM, Category-and-Member ICM, Category-and-Property ICM and Reduction ICM, which belong to Whole ICM and its part(s), have appeared. For Parts of an ICM, there are Action ICM, Perception ICM, Causation ICM, Production ICM, and Modification ICM.
5.2 Research Question 2
To address research question 2, three picture books have been selected to explore the meaning potential of metonymic manifestations. They are Voices in the Park, No, David!, and The "Strange" Boy and His Wordless Book. The three picture books correspond to 3 types of metonymic classification we have presented in Section 5.1.1.
While the 3 picture books encompass various metonymic classifications as outlined in section 5.1.1, our current discussion hones in on a single metonymic classification. This approach allows for a more comprehensive exploration of the function and meaning potential of visual metonymies within these picture books. Furthermore, these 3 picture books are considered classics of children’s literature and have enjoyed an extensive readership. I will begin with the analysis of Voices in the Park.
Chapter Seven Conclusion
7.1 Major Findings
Metonymy holds significant importance in children’s cognitive processes. The present study aims to delve into the types of metonymies present in picture books and how visual metonymies, when combined with verbal language, contribute to character representation and meaning construction. Additionally, the research quantitatively investigates how children comprehend and produce various types of metonymies. The major findings are as follows:
First of all, in terms of theoretical significance, considering the limit of the previous framework of metonymic classification, we refine and modify the classification framework proposed by Radden and Kövesces (1999) and Peirsman and Geeraerts (2006), hoping to make it more compatible with children’s picture books. We first use Radden and Kövecses’ framework to identify different kinds of metonymic patterns in picture books, and then categorize them according to contiguity. We analyze 50 Chinese picture books designed for preschoolers by combining Peirsman and Geeraerts (2006)’s and Radden and Kövecses (1999)’s classification of metonymy. After a detailed identification of different types of visual metonymy, we found 12 metonymic patterns and 299 metonymies in total. Among them, Thing-and-Part ICM accounts for the largest proportion, followed by Causation ICM and Event ICM. The number of Category-and-Member ICM, Constitution ICM and Category-and-Property ICM are small.
Secondly, to exhaustively explore the meaning potential of visual manifestations of metonymies in Chinese children’s picture books, we choose 3 out of 50 picture books to examine how visual metonymies are used to create characters and construct meaning. The research finds that their presence either foreshadows upcoming events or underscores the central theme of the entire story. They also play an important role in highlighting the character’s personality and enhancing readers’ understanding.
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