理論語(yǔ)言學(xué)-語(yǔ)言學(xué)之家

理論語(yǔ)言學(xué)研究蘇曉軍挖井認(rèn)知語(yǔ)言學(xué)：研究什么？The

Oxford

Handbook

of

CognitiveLinguisticsEdited

by

Dirk

Geeraerts

and

HubertCuyckensOxford

University

Press

,1364

pages,

Oct2007Edited

by

Dirk

Geeraerts,

Professor

ofLinguistics,

University

of

Leuven,

Belgium

,and

Hubert

Cuyckens,

Professor

ofLinguistics,

University

of

Leuven,

BelgiumThe

Future

of

CognitiveLinguistics

(Handbook

PP.15-17)強(qiáng)調(diào)語(yǔ)言的社會(huì)方面（social

aspects

oflanguage），研究社會(huì)認(rèn)知和社會(huì)變異現(xiàn)象（social

cognition

and

sociovariationalphenomena）；強(qiáng)調(diào)實(shí)證研究方法（empirical

methodswithin

Cognitive

Linguistics）：實(shí)驗(yàn)研究，語(yǔ)料庫(kù)研究；追求認(rèn)知語(yǔ)言學(xué)的理論統(tǒng)一性（theoreticalunification），使認(rèn)知語(yǔ)言學(xué)成為理論上統(tǒng)一的知識(shí)體系。Unique

contribution

as

aChinese

–

Going

International於寧

趙曉寰Metaphor

in

CultureMetaphor

in

Culture:

Universality

andVariationZoltán

K?vecsesCambridge

University

Press

2005To

what

extent

and

in

what

ways

is

metaphoricalthought

relevant

to

an

understanding

of

culture

andsociety?

Can

the

cognitive

linguistic

view

of

metaphorsimultaneously

explain

universality

and

diversity

inmetaphorical

thought?

Cognitive

linguists

have

doneimportant

work

on

universal

aspects

of

metaphor,

but

they

have

paid

less

attention

to

why

metaphors

varyboth

interculturally

and

intraculturally

as

extensive

they

do.

This

book

proposes

a

new

theory

of

metaphorvariation.

Firstly,

the

major

dimensions

of

metaphorvariation

are

identified;

that

is,

those

social

and

cuboundaries

that

signal

discontinuities

in

humanexperience.

Secondly,

the

book

describes

whichcomponents,

or

aspects,

of

conceptual

metaphor

areinvolved

in

metaphor

variation,

and

how

they

areinvolved.

Thirdly,

it

isolates

the

main

causes

ofmetaphor

variation.

Lastly,

it

deals

with

the

issue

ofdegree

of

cultural

coherence

in

the

interplay

amongconceptual

metaphors,

embodiment,

and

causes

ofmetaphor

variationCultural

modelQuinn,

Naomi.

1987.

Convergentevidence

for

a

cultural

model

ofAmerican

marriage.

In

Dorothy

Hollandand

Naomi

Quinn,

eds.,

Cultural

modelsin

language

and

thought173–92.

Cambridge:

CambridgeUniversity

Press.For

her

cultural

model

of

marriage,

Quinn(1987)

interviewed

husbands

and

wives

ineleven

marriages

(fifteen

hours

of

taperecording)

and

applied

the

techniques

ofkey

words,

metaphor

grouping,

andreasoning

analysis.

The

most

frequent

keywords

were

commitment,

love,

andfulfillment.

She

identified

the

following

eigtemplates,

in

her

terminology‘‘proposition-schemas,’’

aroundwhich

the

metaphors

used

to

explicatethese

schemas

are

grouped:marriage

is

enduringmarriage

is

mutually

beneficialmarriage

is

unknown

at

the

outsetmarriage

is

difficultmarriage

is

effortfulmarriage

is

jointmarriage

may

succeed

or

failmarriage

is

risky隱喻與文化研究Books

by

Ning

YuFrom

Body

to

Meaning

in

Culture:

Papers

onCognitive

Semantic

Studies

of

Chinese.Amsterdam

and

Philadelphia:

John

Benjamins.2009.The

Chinese

HEART

in

a

Cognitive

Perspective:Culture,

Body,

and

Language.

Berlin

and

NewYork:

Mouton

de

Gruyter

(Applications

of

CognitiveLinguistics

series,

12).

2009.The

Contemporary

Theory

of

Metaphor:

APerspective

from

Chinese.

Amsterdam

andPhiladelphia:

John

Benjamins

(Human

CognitiveProcessing

series,

1).

1998.Journal

articles

by

Ning

Yu

(1)Heart

and

cognition

in

ancient

Chinesephilosophy.

Journal

of

Cognition

andCulture

7(1/2),

27–47.

2007.Following

the

theory

of

conceptual

metaphor

in

cognitive

linguistics,

this

paper

studiespredominant

conceptual

metaphor

in

theunderstanding

of

the

heart

in

ancientChinese

philosophy:

THE

HEART

IS

THERULER

OF

THE

BODY.Journal

articles

by

Ning

Yu

(2)The

eyes

for

sight

and

mind.

Journal

ofPragmatics

36(4),

663–686.

2004.This

is

a

study

of

metonymic

and

metaphoricexpressions

containing

body-part

terms

forthe

eye(s)

in

Chinese.Journal

articles

by

Ning

Yu

(3)Chinese

metaphors

of

thinking.Cognitive

Linguistics

14(2/3),

141–165.2003.This

article

studies

two

of

the

four

specialcases,

namely

THINKING

IS

MOVINGand

THINKING

IS

SEEING,

that

constitutethe

metaphor

system

THE

MIND

IS

ABODY

in

Chinese.Book

by

Xiaohuan

ZhaoZhao,

X.

Classical

Chinese

SupernaturalFiction:

A

Morphological

History.

416

pp.Lewiston,

New

York,

USA

&

Ceredigion,Wales,

UK:

the

Edwin

Mellen

Press,

2005.Journal

articles

by

XiaohuanZhaoZhao,

X.

"On

the

Modes

of

Theme-RhemeCombination

and

Logic-semantic

Relationsin

the

Text

of

the

Tao

te

ching,"Studies

inSinology,

Vol.

29,

Issue

2

(September2007),

pp.

79-110.Zhao,

X.

"Structural

Patterns

in

AdvertisingChinese:

a

Textual

Analysis

from

theTheme-Rheme

Perspective,"

The

NewZealand

Language

Teacher,

Issue

I(October

2005),

pp.

28-34.應(yīng)用認(rèn)知語(yǔ)言學(xué)應(yīng)用認(rèn)知語(yǔ)言學(xué)認(rèn)知語(yǔ)言學(xué)與二語(yǔ)習(xí)得認(rèn)知語(yǔ)言學(xué)與外語(yǔ)教學(xué)Applied

Cognitive

LinguisticsApplied

Cognitive

LinguisticsApplied

Cognitive

Linguistics

I:

Theoryand

Language

AcquisitionApplied

Cognitive

Linguistics

II:Language

PedagogyMouton

de

Gruyter

2001Cognitive

Linguistics,

Second

LanguageAcquisition

&

Foreign

Language

TeachingMouton

de

Gruyter

2004Handbook

of

Cognitive

Linguisticsand

Second

Language

AcquisitionRoutledge

2008Routledge

2008Cognitive

Linguistic

Approaches

toTeaching

Vocabulary

and

PhraseologyMouton

de

Gruyter

2008Cognitive

Linguistics

andLanguage

TeachingPalgrave

Macmillan2009Journal

articles

(1)Low,

Graham

D.

1988.

On

teaching

metaphor.Applied

Linguistics

9:

125–47.looks

at

the

functions

of

metaphor

in

language

useand

the

pedagogical

implications

for

devisingteaching

and

reference

materials.

Low

arguesquite

convincingly

that

the

systematicity

ofmetaphor

requires

a

discussion

of

methodologicalproblems,

such

as

constraints

on

the

design

ofteaching

materials

and

the

development

ofeffective

types

of

exerciseJournal

articles

(2)Deignan,

Alice,

Danuta

Gabrys′,

and

AgnieszkaSolska.

1997.

Teaching

English

metaphors

usingcross-linguistic

awareness-raising

activities.

EJournal

51:

352–60.From

a

cross-linguistic

perspective,

Deignan,

Gabrysand

Solska

(1997)

suggest

awareness-raisingactivities

for

Polish

learners

of

English

and

devestrategies

for

comprehending

and

creatingmetaphors

in

the

second

languagetextbookRudzka-Ostyn,

Brygida.

2003.Word

power:

Phrasal

verbs

andcompounds:

A

cognitive

approach.Berlin:

Mouton

de

Gruyter.Future

research

(Handbook,PP

1155-1156)It

has

been

advocated

that

the

metaphorical

structureof

language

should

be

presented

to

foreign

languagelearners

as

an

integral

part

of

language

that

isnonarbitrary

in

nature

and

that

allows

systematictreatment.A

field

which

has

hardly

been

researched

involves

themulticultural

classroom,

in

which

the

status

and

use

othe

underlying

contrastive

metaphor

systems

in

two

ormore

languages

could

be

systematically

explored.

Inthis

regard,

more

work

should

be

done

on

the

role

ofinterference,

which

can

give

an

account

of

thelearner’s

cognitive

strategies

and

provide

anunderstanding

of

the

social

range

of

linguisticexpressions

in

the

target

language.There

is

still

a

need

to

provide

further

substantiastudies

from

an

applied

cognitive

linguisticperspective

in

order

to

show

the

all-embracingembodied

nature

of

human

language,

in

otherwords,

a

holistic

understanding

of

the

waylanguage

works.

In

order

to

demonstrate

that,

forexample,

grammar

has

an

experiential

andinteractional

grounding

and

to

allow

young

learner‘‘‘to

grasp’,

‘feel’

or

‘see’

the

syntax

of

English’’,

it

will

be

necessary

to

understandgrammar

as

fundamentally

embodied

andimaginative,

through

metaphor

and

imageschemas.認(rèn)知語(yǔ)言學(xué)與語(yǔ)篇分析認(rèn)知詩(shī)學(xué)

認(rèn)知文體學(xué)Cognitive

Stylistics:

Languageand

Cognition

in

Text

AnalysisJohn

Benjamins

2002Cognitive

Poetics:

AnIntroductionRoutledge

2002Cognitive

Poetics

in

PracticeRoutledge

2003Toward

a

Theory

of

CognitivePoeticsSussex

Academic

Press;second

edition

2008Cognitive

Poetics:Goals,

Gains

and

GapsMouton

de

Gruyter

2009認(rèn)知語(yǔ)言學(xué)與翻譯研究BooksJournal

articles:Metaphor

and

translation:

someimplications

of

a

cognitive

approach,Journal

of

Pragmatics

36

(2004)

1253–1269A

Cognitive

Stylistic

Analysis

of

ClassicalChinesePoetry

Translation,理論語(yǔ)言學(xué)研究第2卷第2號(hào)2008年12月Cognitive

linguistics

andpoetics

of

translationThe

task

of

translating

one

language

into

another

poses

agreat

challenge

for

translatorsof

literary

texts.

HerCognitive

Linguistics

provides

a

special

contributionTabakowska’s

(1993)

study

applies

Cognitive

Grammarprinciples

to

literary

translation.

Defining

translatequivalence

in

terms

of

units

larger

than

a

singlesentence,

Tabakowska

notes

that

these

units

overlapwith

Langacker’s

notions

of

image

and

sceneconstrual.

In

a

series

of

case

studies,

Tabakowskashows

how

Cognitive

Linguistics

contributes

to

the

artand

practice

of

translation

by

(i)

providing

systematiexplanations

for

the

ease

or

difficulty

of

translationdescribing

the

techniques

of

style

through

‘‘pairinindividual

dimensions

of

imagery

with

particularlinguistic

means’’

and

(iii)

identifying

the

reasonsome

cases

for

the

impossibility

of

translation.

Sheconcedes

that

‘‘it

takes

a

poet

to

translate

poetry’but

argues

that

Cognitive

Linguistics

can

help

providbetter

understanding

of

the

images

and

techniques

inpoetic

text.Stylistic

Approaches

toTranslationStylistic

Approaches

toTranslationCognitive

stylistics

and

translationThe

cognitive

turn

in

stylistics

and

translatistudiesTranslating

the

mind

in

the

textAmbiguity

and

textual

gapsForegrounding,

salience

and

visibilityMetaphor,

mind

and

translationIconicity,

mimesis

and

diagesisCognitive

stylistics

and

the

pretence

oftranslation認(rèn)知語(yǔ)言學(xué)的社會(huì)維度Mouton

de

Gruyter

2008Cognitive

SociolinguisticsA

union

of

Cognitive

Linguistics

and

Sociolinguistics

wasbound

to

happen.

Both

proclaim

a

usage-based

approach

tolanguage

and

aim

to

analyse

actual

language

use

in

objectiveways.

Whereas

Sociolinguistics

is

by

nature

on

the

outlook

forlanguage

in

its

variety,

Cognitive

Linguistics

can

no

longerafford

to

ignore

social

variation

in

language

as

it

manifestsitself

in

the

usage

data.

Nor

can

it

fail

to

adopt

an

empirical

methodology

that

reflects

variation

as

it

actually

occurs,beyond

the

limited

knowledge

of

the

individual

observer.Conversely,

while

Cognitive

Linguistics

can

only

benefit

fromheightened

sensitivity

to

social

aspects,

the

rich,

bottom-uptheoretical

framework

it

has

developed

is

likely

to

contributa

much

better

understanding

of

the

meaning

of

variationistphenomena.World

Englishes:

A

CognitiveSociolinguistic

ApproachMouton

de

Gruyter

2009Over

the

last

three

decades,

the

field

of

linguistics

saw

a

numberof

major

and

remarkable

evolutions.

Among

the

foremostdevelopments

is

the

emergence

of

two

new

and

growing

researchparadigms,

the

Cognitive

Linguistics

framework

and

the

worldEnglishes

paradigm,

which

are

now

firmly

established

on

thelinguistic

agenda

world-wide.

The

driving

forces

that

have

led

tothe

rise

of

the

two

frameworks

are

quite

different.

CL

wasproposed

as

a

genuine

theoretical

paradigm,

in

explicit

oppositioto

and

out

of

disagreement

with

the

then

and

still

dominantframework

of

Generative

Grammar.

It

is

thus,

most

of

all,

anoutgrowth

of

theoretically

oriented

discourse

and

of

a

paradigmshift

within

the

discipline

of

linguistics

itself,

and

unites

lingcontroversies

notwithstanding,

who

share

a

common

theoreticalperspective.

The

forces

that

led

to

the

rise

of

the

WE

paradigmare

crucially

different

in

this

respect.

This

research

framework

i

essentially

linguistics’

recognition

of,

reaction

to,

and

reflecon

drastic

social

and

sociolinguistic

developments

brought

about,first

of

all,

by

the

dynamics

of

globalization.

Unlike

CL,

it

is

noconstituted

by

a

common

theoretical

background.

Rather,

the

common

denominator

of

the

WE

paradigm

is

the

joined

interest

in

the

linguistic

effects

and

implications

of

these

societal

processand

there

is

a

high

heterogeneity

of

theoretical

perspectives.Advances

in

CognitiveSociolinguisticsMouton

de

Gruyter

2010Edited

byDirk

Geeraerts,Gitte

Kristiansen,and

Yves

PeirsmanPart

one:

Lexical

and

lexical-semantic

variationHeterodox

concept

features

and

onomasiological

heterogeneitin

dialectsDirk

Geeraerts,

Dirk

SpeelmanMeasuringandparameterizing

lexical

convergence

anddivergence

between

European

and

Brazilian

PortugueseAugusto

Soares

da

SilvaAwesome

insights

into

semantic

variationJustyna

A.

RobinsonApplying

word

space

models

to

sociolinguistics.

Religionnames

before

and

after

9/11Yves

Peirsman,

Kris

Heylen,

Dirk

GeeraertsPart

two:

ConstructionalvariationThe

English

genitive

alternation

in

acognitive

sociolinguistics

perspectiveBenedikt

Szmrecsanyi(Not)

acquiring

grammatical

gender

in

twovarieties

of

DutchGunther

De

VogelaerLectal

variation

in

constructional

semantics“Benefactive”

ditransitives

in

DutchTimothy

CollemanPart

three:

Variation

of

lectalawareness

and

attitudesLectal

acquisition

and

linguistic

stereotypeformationGitte

KristiansenInvestigations

into

the

folk’s

mental

models

oflinguistic

varietiesRaphael

BertheleA

cognitive

approach

to

quantitative

sociolinguisvariation:

Evidence

from

th-fronting

in

CentralScotlandLynn

Clark,

Graeme

TrousdaleJournal

articlesGender

metaphor

1Gender

metaphor

2empirical

methods

within

CognitiveLinguistics(1實(shí)證研究舉例)Emotional

effects

of

readingexcerptsfrom

short

stories

by

James

JoyceSome

parameters

of

literary

and

newscomprehension:

Effects

of

discourse-type

perspective

on

reading

rate

andsurfacestructure

representationForegrounding,

defamiliarization,

andaffect:

Response

to

literary

storiesempirical

methods

withinCognitive

Linguistics(2語(yǔ)料庫(kù))Corpora

in

Cognitive

Linguistics:Corpus-based

Approaches

to

SyntaxAnd

LexisMouton

de

Gruyter

2006Cognitive

Linguistics,

the

branch

of

linguistics

that

tries

to

"makeone"s

account

of

human

language

accord

with

what

is

generallyknown

about

the

mind

and

the

brain,"

has

become

one

of

the

mostflourishing

fields

of

contemporary

linguistics.

The

chapters

addressmany

classic

topics

of

Cognitive

Linguistics.

These

topics

includestudies

on

the

semantics

of

specific

words

(including

polysemy

andsynonymy)

as

well

as

semantic

characteristics

of

particular

syntacticpatterns

/

constructions

(including

constructional

synonymy

and

theschematicity

of

constructions),

the

analysis

of

causatives,

transitiviand

image-schematic

aspects

of

posture

verbs.

The

key

characteristicof

this

volume

is

that

all

papers

adopt

the

methodological

perspective

of

Corpus

Linguistics,

the

rapidly

evolving

branch

of

linguistics

basedon

the

computerized

analysis

of

language

used

in

authentic

settings.Thus,

the

contributions

do

not

only

all

provide

various

new

insights

intheir

respective

fields,

they

also

introduce

new

data

as

well

as

newcorpus-based

and

quantitative

methods

of

analysis.

On

the

basis

oftheir

findings,

the

authors

discuss

both

theoretical

implications

goingwell

beyond

the

singular

topics

of

the

studies

and

show

how

thediscipline

of

Cognitive

Linguistics

can

benefit

from

the

rigorousanalysis

of

naturally-occurring

language.

The

languages

which

areinvestigated

are

English,

German,

Dutch,

and

Russian,

and

the

datacome

from

a

variety

of

different

corpora.

As

such,

the

present

volumewill

be

of

interest

to

a

wide

range

of

scholars

with

many

different

fociand

interests

and

should

pave

the

way

for

further

integration

ofusage-based

techniques

of

analysis

within

this

exciting

paradigm.Corpus-Based

Approaches

toMetaphor

and

MetonymyMouton

de

Gruyter

2006Metaphor

and

CorpusLinguisticsJohn

Benjamins

2005中國(guó)認(rèn)知語(yǔ)言學(xué)研究存在的問題（束定芳教授）存在的問題低層次的重復(fù)介紹多，具體語(yǔ)言現(xiàn)象研究少：缺乏結(jié)合我國(guó)語(yǔ)言實(shí)際和語(yǔ)料的系統(tǒng)、創(chuàng)新

的研究；研究范圍廣，方法論研究少：很少有研究從我國(guó)語(yǔ)言實(shí)際出發(fā)進(jìn)行理論創(chuàng)新；邀請(qǐng)來講座的多，參與國(guó)際學(xué)術(shù)交流的少，在國(guó)外產(chǎn)生影響的研究少：在國(guó)外學(xué)者中有影響的研究成果少。中國(guó)認(rèn)知語(yǔ)言學(xué)研究的發(fā)展方向（束定芳教授）加強(qiáng)基于漢語(yǔ)語(yǔ)料的對(duì)比或類型學(xué)研究：沈家煊（2007）建議外語(yǔ)界的人多做漢語(yǔ)和外語(yǔ)的比較研究，一方面為語(yǔ)言教學(xué)服務(wù)，另一方面通過比較探求語(yǔ)言的普遍規(guī)律，透過語(yǔ)言之間表面上的差異找出人類語(yǔ)言的共性；研究方法多元化：一方面是指認(rèn)知語(yǔ)言學(xué)視角與其他語(yǔ)言學(xué)研究視角

的結(jié)合，呈現(xiàn)出視角多元化以及研究跨領(lǐng)域互補(bǔ)的特點(diǎn)；另一方面指

認(rèn)知語(yǔ)言學(xué)具體研究方法的多樣性。認(rèn)知語(yǔ)言學(xué)研究不再主要依賴內(nèi)

省法，而是依據(jù)不同的研究目的采納不同的實(shí)證方法，如心理實(shí)驗(yàn)法、視聽語(yǔ)料法、語(yǔ)料庫(kù)法或調(diào)查法等；進(jìn)一步加強(qiáng)基于語(yǔ)料庫(kù)的（Corpus-based）研究：認(rèn)知語(yǔ)言學(xué)的一個(gè)基本假設(shè)就是其基于用途（usage-based）的語(yǔ)言觀，認(rèn)為語(yǔ)言知識(shí)源起于語(yǔ)言的使用；將認(rèn)知語(yǔ)言學(xué)理論應(yīng)用于更多的相關(guān)領(lǐng)域：認(rèn)知語(yǔ)言學(xué)理論對(duì)語(yǔ)言本質(zhì)的看法將為更多相關(guān)領(lǐng)域的研究提供有益啟示。如認(rèn)知語(yǔ)言學(xué)可為翻譯研究提供新的視角，同時(shí)也可以為詞典編撰等工作提供新思路。認(rèn)知語(yǔ)言學(xué)理論應(yīng)該也更可能被廣泛應(yīng)用于外語(yǔ)教學(xué)等領(lǐng)域。Just

for

FunMasako

Hiraga

is

professor

of

English

andLinguistics

at

the

Graduate

School

ofIntercultural

Communication

Studies,

RikkyoUniversity,

Tokyo.Metaphor

and

Iconicity

A

Cognitive

Approach

toAnalysing

TextsMasako

K.

Hiraga

Palgrave

Macmillan,

2005Metaphors

Japanese

WomenLive

By

Masako

K.

Hiraga

1991COMMODITY,

THY

NAME

IS

WOMAN.WOMEN

ARE

A

COMMODITY.

(Thatwoman

is

mine.)WOMEN

ARE

SALES

PRODUCT.

(Thatwoman

sold

her

body

to

support

her

life.)UNMARRIED

WOMEN

ARE

A

SALESPRODUCT.MARRIAGE

IS

SELLING

AND

BUYING.WOMEN

ARE

FOOD.

(That

woman

is

inthe

best

season

to

eat.

That

woman

is

fullyripe.)MEN

EAT

WOMEN

(He

is

a

bad

man

whomakes

women

his

food.)WOMEN

ARE

FLOWERS/PLANTS(Because

he

sat

between

two

women,

hehad

flowers

in

both

hands.

He

was

in

goodhumor,

surrounded

by

the

girls

who

havepeach

buttocks.

We

must

have

ourdaughter

married

quickly

before

a

bug

eatsher.)WOMEN

ARE

SEXUAL

OBJECTS.A

STUDY

OF

METAPHORICAL

MAPPING

INVOLVING

SOCIO-CULTURAL

VALUES:

HOW

WOMAN

IS

CONCEPTUALIZED

INJAPANESEWOMAN

METAPHOR

IN

JAPANESEInJapanese

there

are

varieties

of

conventionalizedmetaphorical

expressions

referring

to

women.Among

them,

we

focus

on

metaphors

with

animalsand

plants

as

the

source

concepts."Women

as

Animals

or

Plants.

ofisu-no

hana

:

office

flower

kabe-no

hana

:

wall

floweryamato-nadesiko

:

Japanese-pink

floweryoru-no

choo

:

night

butterfly

uguisu-joo:

nightingale-girl

kago-no

tori

:

cage

birdThe

properties

in

woman

metaphors

arefundamentally

based

on

the

socio-culturalcodes.

Below

are

metaphors

that

reflectgender-differentiating

socio-cultural

codesfuru-danuki

:

old-raccoon

dog

(an

experiencedand

sly

tactician)furu-gitune

:

old-fox

(an

experienced

and

slywoman)uguisu-joo

:

nightingale-girl

(a

femaleannouncer)Considering

the

socio-cultural

codes,

the

majoritof

woman

metaphors

seem

to

be

based

on

theperspective

of

men.

Men

seek

in

women

certainproperties

(i.e.,

passiveness,

patienthood,

etc.which

are

similar

to

what

hunters

seek

in

prey

andwhat

people

seek

in

pets.

This

relationship

can

besummarized

as

below:Women

are

to

men

what

prey

is

to

hunters.Women

are

to

men

what

pets

are

to

their

owners.Women

are

to

men

what

the

patient

is

to

theagent

of

an

action.Are

women

nothing

more

than

their

body

parts?

Obscene

andindecent

metaphors

used

to

describe

women

in

a

Hong

Kongmagazine,

Josephine

Shui-Kei

Chin,

The

University

of

Hong

KongWOMAN

IS

BOMBAccording

to

Goatly

(2007:

84),

previousresearch

found

that

in

sexual

metaphorsmen

are

usually

constructed

as

theaggressors

and

their

genitals

would

be

theweapon.

However,

in

the

examples

here,

the

seductive

bodies

of

women

were

alsodescribed

as

weapons.Washing

the

Brain

–

Metaphor

and

HiddenIdeology

Andrew

GoatlyJohn

Benjamins

2008如果唔係成個(gè)飛彈咁唔自然呀！Or

else

it

will

be

as

unnatural

as

a

flyingbomb!Or

else

the

bust

will

be

as

unnatural

as

amissile!女主角原本屬意擁有34C愛美神飛彈的黎姿

The

female

leading

role

was

originally

to

beplayed

by

Gigi

Lai

who

has

a

34C-love-beauty-goddess-flying-bomb