摘 要

1. Introduction 1

1.1 Research Background 1

1.2 Need for the Study 1

1.3 Organization of the Thesis 2

2. Literature Review 3

2.1 Researches on the Idioms and Cognitive Metaphors 3

2.2 Definitions of English and Chinese Idioms 5

3.Similarities Between English and Chinese Idioms 6

3.1 Common Characteristics of English and Chinese Idioms in General 6

3.2 Common Metaphoric Features of English and Chinese Idioms 7

4. Differences between English and Chinese Idioms 9

4.1 Different Characteristics of English and Chinese Idioms in General 9

4.2 Different Metaphoric features of English and Chinese Idioms 9

4.2.1 Geographical differences 9

4.2.2 Historical differences 10

4.2.3 Religious difference 11

5. Conclusion 12

5.1 Major Findings of the Study 12

5.2 Implications for Teaching and Learning 13

References 14

Acknowledgments 16

Abstract

Idioms are an important part of a language. Foreign language learners' understanding and mastery of idioms is very important for improving the use of language and thus enabling smooth intercultural communication. Therefore, this thesis analyze Chinese and English idioms on the basis of Lakoff and Johnson’s cognitive metaphors/ First of all, the definition of idioms is clarified. That is, idioms refer to fixed phrases or short sentences that can be formed in the long-term development process and can express complete meanings and structures cannot be split.

The comparison methods are divided into two categories. One is the similarities and differences of idioms in general, and the other is based on cognitive metaphor. The metaphor of idioms is compared. Through comparative analysis, there are three commonalities between Chinese and English idioms: long-term habitability, structural institutionalization and unitary meaning. Because of these three characteristics of idioms, it is often difficult for foreign language learners to understand their intrinsic meanings according to the literal meaning of idioms. Finally, it is concluded that because humans have the same mode of thinking and cognitive ability, the metaphors of Chinese and English idioms have certain similarities.

On the whole, the structure and metaphorical meaning can be reflections of the differences of these two idioms. Due to the differences in geographical characteristics, historical background and religious habits between China and the UK, Chinese and English idioms have different expressions in metaphor.

Therefore, foreign language learners should not only fully grasp the same points in the process of learning idioms, but also correctly grasp the differences between Chinese and English idioms in light of the local historical and cultural background in order to correctly understand and use idioms. Otherwise, it is easy to cause misunderstanding and misuses of English idioms on the part of English learners.

Keywords: English and Chinese Idioms; Cognitive metaphor; Contrastive Analysis

中文摘要

习语是一门语言中的重要组成部分，凝聚了一个民族世代相传的文化传统，外语学习者对于习语的理解和掌握，对于提高语言的使用能力，从而能够顺畅地进行跨文化交际十分重要。因此本文结合了Lakoff和Johnson 的概念隐喻论来分析中英习语。首先明确了习语的定义，即习语是指语言在长期的发展过程中逐渐形成的，能够表达完整意思的，结构不能拆分的固定的词组或短句。

比较的方式分为了两类，一个是中英习语在习语这个大的范围内的异同点，一个是根据概念隐喻论对中英习语的隐喻做出了比较。通过对比分析，中英习语总的共同点有三：长期习用性、结构固定性和语义完整性。由于习语的这三种特点，外语学习者往往难以根据习语的字面意思去理解其内在含义。最终得出由于人类拥有相同的思维模式和认知能力，因此中英习语的隐喻有一定的相似之处。

同时，由于中英两国地理文化等差异，中英习语也存在着许多不同点。在整体上，中英习语的差异可以体现在结构上和隐喻含义上，由于中英两国在地理特征、历史背景和宗教习惯上的差异，中英习语在隐喻的表达上多有不同。

因此，由于中英习语的相同点和不同的，外语学习者在学习习语的过程中，不仅要充分把握相同点，更要结合当地的历史文化背景，正确掌握中英习语间的差异，才能够正确的理解和使用习语，否则容易造成习语的错误理解和错误使用。

关键词：中英习语；概念隐喻：对比分析

Introduction

1.1 Research Background

Idioms sometimes contain unique local cultural or cognitive styles. It is a special way people use language. Currently, in the context of globalization, in order to be able to communicate effectively, people of different cultural backgrounds must acquire enough knowledge of foreign languages.

Jean Piaget (1980) points out that our conceptual system is shaped by our constant successful functioning in the physical and cultural environment. Lakoff and Johnson (1980) believe that our concept constitutes what we perceive in the world and how we relate to others. Based on these theories, the thesis tries to find out the common and different cognitive metaphor of English and Chinese idioms in order to compare unique cognitive and cultural styles of both languages.

Therefore, this thesis explores the similarities and differences between English and Chinese idioms under the theory of Lakoff and Johnson’s cognitive metaphor theory. Starting from the definition of English and Chinese idioms, this thesis compares the commonalities and differences metaphors between English and Chinese idioms, hoping to provide English learners with some help to avoid misunderstandings in intercultural communication.

1.2 Need for the Study

English is one of the most developed languages in the world with more than 25 thousand commonly used English idioms (Jackendoff 1983). Chinese is a language which is spoken by the largest number of speakers and has developed for thousands of years. The number of Chinese idioms is even more numerous. Idioms are not only an important part of language vocabulary, but also a linguistic phenomenon with rich historical or cultural connotations and reflecting the national particular way of thinking and the habit of expressing thoughts. In addition, idioms have a special pragmatic meaning in language communication activities.

There are many studies about idioms acquisition, for example, cognitive study of idioms understanding (Gibbs 1985; Cain amp; Knight 2009). Many linguists and scholars confirm that the study of idioms plays an important role in second language acquisition. Idiom is an important part of language for foreign language learners which is directly related to whether English learners can use English for cross-cultural communication. On the basis of previous studies, this thesis analyses and explores the metaphorical features of Idioms from the perspective of cognitive research, hoping to help English learners understand the essence of idioms from the perspective of cognitive metaphor and grasp the characteristics and rules of idioms in language learning. A thorough understanding of the similarities and individualities between English and Chinese idioms will help students grasp the differences in the use of English and Chinese idioms on the basis of perceiving their differences. To sum up, the metaphorical study of idioms has practical and theoretical values.

1.3 Organization of the Thesis

This thesis consists of five parts. The first part briefly introduces the research background, research purpose and the organization of the thesis. The second part is the literature review, which briefly introduces the research and development of cognitive metaphors and idioms at home and abroad, and gives a clear definition of idioms. Then the purpose of this thesis is to analyze the similarities and differences between Chinese and English idioms is further clarified. The third part analyzes the similarities of Chinese and English idioms. And the forth part analyzes and compares the differences in general and between metaphors in Chinese and English idioms, and makes classifications when comparing metaphorical differences, including geographical differences, historical differences and religious differences. Finally, it summarizes the findings and values of the thesis and points out the implications of the research content of this thesis for foreign language learning and foreign language teaching combining with the actual situations

Literature Review

2.1 Researches On the Idioms and Cognitive Metaphors

The formation process of idioms reflects the unique cultural characteristics of each ethnic group, especially the metaphorical psychology and metaphorical association mechanisms of each ethnic group. Sometimes, it’s difficult to understand the semantics of some idioms literally. What’s more, due to the influence of different metaphorical psychology and metaphorical mechanisms, it is not easy for people to understand other national idioms.

Foreign researchers have studied a lot about the expressions or emotions of idioms in English (Ammer 1999). China began this study in the 1970s. To acquire the meanings of idioms and to teach English efficiently, many Chinese scholars have made a lot of intensive researches and did many analyses of the common and different characteristics of Chinese and English idioms. In 1978, Rose publishes a masterpiece A Study on Chinese Idiomatic Usages. Then, more and more scholars dedicated to this research.（Zhang 1980; Xu 2014）

Metaphor has always been identified as a kind of rhetoric, but contemporary metaphorical theory research has stepped out of the field of rhetoric and entered the field of cognitive science. We recognize that metaphor is not only a linguistic phenomenon, but also a cognitive means by which humans express ideas and guide actions. Its characteristic is to use a simple and well-known thing to explain an abstract and complex thing, so that people can understand its meaning more concisely and clearly. And people can get the ability to understand something abstract and complex.