1、1（20_届）本科毕业设计英语从关联角度看英语新闻的隐喻21INTRODUCTIONTHEREAREALOTOFPEOPLEREADINGNEWSPAPERS,BUTTHEYMAYNEVERTHOUGHTABOUTNEWSPAPERHOWWILLTHEYSTARTWHENTHEYGETANENGLISHNEWSPAPERSOMEREADTHECONTENTDIRECTLY,BUTOTHERSONLYREADTHETITLESOFEACHREPORTSOMESPENDHALFANHOURINREADINGAPIECEOFNEWSPAPERWHILEOTHERSSPENDNEARLYFEWHOUR
2、SONITTHISPAPERAIMSTOANALYZEMETAPHORINENGLISHNEWSPAPERONTHEBASISOFRELEVANCETHEORYINTHATCASE,ITHELPSTHEREADERSSPEEDUPTHEIRREADINGAFTERANALYZINGTHECOLLECTEDENGLISHNEWSPAPERS,INCANBEEASILYFOUNDTHATMETAPHORNEARLYAPPEARSINEACHENGLISHNEWSPAPER,ANDITPROVIDESTHENECESSITYTOANALYZETHISPHENOMENONMEANWHILE,NEEDA
3、THEORETICALSYSTEMASANALYSISFRAMEWORKCOMBININGWITHTHECOLLECTEDNEWS,ITAIMSTOUNDERSTANDTHEMETAPHORICALPHENOMENONINENGLISHNEWSPAPERONTHEBASISOFRELEVANCETHEORYBECAUSEOFNEWSSPARTICULARITY,SOMETIMESTHEJOURNALISTSCANNOTDIRECTLYEXPRESSTHEIROPINIONSBYTHEMEANSOFMETAPHOR,JOURNALISTSCANEXPRESSTHEIROWNOPINIONSORT
4、HEOPINIONSOFTHEIRGROUP,THUSCHANGINGPEOPLESCOGNITIONTHEJOURNALISTSOFTENEMPLOYMETAPHORINTHEENGLISHNEWSPAPERINORDERTOATTRACTTHEREADERSEYESTOACHIEVEOPTIMALRELEVANCE2THEAPPLICATIONOFMETAPHORINENGLISHNEWSPAPERASTHEECONOMICANDCULTURALGLOBALIZATIONDEEPLY,ITSANURGENTNEEDFORPEOPLETOTIMELYKNOWWHATHASHAPPENEDEV
5、ERYCORNEROVERTHEWORLDSOTHENEWSPAPER,ASANIMPORTANTWAYTOGETTHENEWS,PAYSAVERYMAJORROLETHEREFORE,MASTERINGTHECHARACTERISTICSOFENGLISHNEWSPAPERTOIMPROVEREADINGANDUNDERSTANDENGLISHNEWSSKILLSGREATLY21THELANGUAGEFEATURESOFENGLISHNEWSPAPERFORENGLISHNEWSRESEARCH,EXPRESSIONANDUSAGEOFENGLISHISTHETHINGTHATISMAIN
6、LYDISCUSSEDNEWSREADERSARETHEPUBLIC,SOGETTINGMOREREADERSMORESUCCESSFULTHEYAREASANINFORMATIONMEDIA,THEENGLISHNEWSPAPERAIMSTOMAKETHEREADERSEASILYCATCHTHEMAINIDEAS,SOENGLISHNEWSPAPERPURSUESTOREACHTHEACCURACYINCONTENT,BREVITYINLANGUAGE,ANDCLARITYINSTRUCTUREINORDERTOEXPANDTHEPROPAGANDAEFFECT,ASFARASPOSSIB
7、LETOATTRACTREADERSANDTIMELYREPORTWHATHASHAPPENED,THENEWSVOCABULARYISREQUIREDTOBECONCISEANDCREATIVELYNEW3211THEFEATURESOFTHETITLESELLIPSIS,ASAFEATUREOFNEWSPAPERTITLES,OFTENCUTSOFFSOMEGRAMMATICALCOMPONENTSORWORDSTOACHIEVECONCISENESSSUCHASFUNCTIONWORDSCANBEOMITTEDIFTHEYNOTAFFECTTHEUNDERSTANDINGLETSTAKE
8、911NEWSREPORTASANEXAMPLEFROMTHETITLE,HIJACKEDJETSDESTROYTWINTOWERSANDHITPENTAGON,THEWORD“HIJACKEDJETS”IMPLICATES“THEJETSWEREHIJAEKEDBYTHETERRORISM”THETENSEOFENGLISHNEWSPAPERALSOISAFEATUREOFTHETITLESTHENEWSPAPERREPORTSTHETHINGSTHATHAVEHAPPENED,BUTITISLIKELYTOUSETHEPRESENTTENSETHATCANGAINTHEFRESHNESSA
9、NDIMMEDIACYTOTHEREPORTS212LEXICALFEATURESUSEOFTHESHORTANDDYNAMICWORDSTHENEWSPAPERSMANAGETOUSEMINIMUMSPACEWITHMOSTINFORMATION,USEBRIEFWORDSBECAUSETHEYAREQUITEEASYFORREADERSTOUNDERSTAND,THEREFORETHEYBECOMETHEPREFERREDWORDSFORTHEJOURNALISTS213SYNTACTICFEATURES1USINGLONGINVOLVEDSENTENCEENGLISHNEWSPAPERA
10、REUSEDTOEMPLOYMANYCONJUNCTIONS,SENTENCECANBEDECORATEDATANYTIMETHATRESULTSTOASYNTAXSTRUCTUREJUSTLIKEATREEWITHMANYBRANCHESBYUSINGLONGSENTENCES,ITCANEXPRESSMORETHEINFORMATIONANDMAKETHEEVENTCOMPACTANDLOGIC,SAVETHESPACEOFTHELAYOUT2CRAMMINGOFMODIFIERSITSEEMSTOBEREDUNDANT,BUTIFONECANMAKEEVERYTHINGCLEAR,THE
11、REWILLBENONEEDTOGIVEMOREEXPLANATION,SOCANMAKEFULLTEXTCONCISEONTHEOTHERHAND,THEUSEOFAPPOSITIONORSIMILARMODIFIERSCANAVOIDUSINGATTRIBUTIVECLAUSETHATWILLSIMPLIFYTHESENTENCESTRUCTUREANDHELPTOACCELERATEREADINGSPEED214DISCOURSEFEATURESTHESTRUCTUREOFENGLISHNEWSPAPERISKNOWNASTHEINVERTEDPYRAMIDFORMTHEFIRSTLEV
12、ELINTRODUCESTHEMOSTIMPORTANTORMOSTINTERESTINGINFORMATIONTHENITFOLLOWSMOREFACTSTHETHIRDLEVELISSUPPORTINGINFORMATIONORBACKGROUNDANDTHEFORTHONEISQUOTESOR4MOREFACTSOFLESSERIMPORTANTATLASTISMINORDETAILSANDLEASTSIGNIFICANTINFORMATION215SEMANTICFEATURESTHETITLENOTONLYOMITSFUNCTIONWORDSONTHEFORM,BUTALSOHASR
13、EFINEDONTHECONTENTLETSTAKE911NEWSREPORTASANEXAMPLEFROMTHETITLE,HIJACKEDJETSDESTROYTWINTOWERSANDHITPENTAGON,THEWORD“HIJACKEDJETS”IMPLICATES“THEJETSWEREHIJAEKEDBYTHETERRORISM”ANDINTHEFIRSTPARAGRAPH,THEWORD“GLASS”ISABBREVIATEDTO“BROKENGLASS”THESEMANTICELLIPSISREFLECTSTHESIMPLICITYOFENGLISHNEWSPAPER22ME
14、TAPHORSINCEARITOTLE，AGREATNUMBEROFSCHOLARSBEGANTOSTUDYMETAPHOR,ANDTHERESEARCHOFMETAPHORGRADUALLYDEVELOPEDWITHTHERESEARCHINTOMETAPHORENGAGINGINDIFFERENTAREAS，THE21STCENTURYHASWITNESSEDANEXPLOSIONOFTHEORIESOFMETAPHORANDMETAPHORRESEARCHHASDEVELOPEDGRADUALLYFROMTHEORIGINALSTUDYOFLINGUISTICLAYERTOTHEMULT
15、IDISCIPLINARYSTUDIESTHEREAREMANYSCHOLARSSUCHASRHETORICIANS，PHILOSOPHERS，LINGUISTS，ANTHROPOLOGISTSANDPSYCHOLOGISTSBOTHATHOMEANDABROAD，WHOHAVEMADEPROFOUNDRESEARCHONMETAPHORTHETHEORETICALSTUDYOFMETAPHORHASBEENPROCESSEDFROMFLNARROWSENSETOABROADSENSE221THEBACKGROUNDOFMETAPHORFORTHEPASTCENTURIES，THESTUDYO
16、NMETAPHORHASATTRACTEDTHEATTENTIONOFMANYSCHOLARSFROMANCIENTTIMETOTHEPRESENTDAY,FROMARISTOTLETOMODEMSCHOLARSATHOMEANDABROAD，PAINSTAKINGEFFORTSHAVENEVERBEENSTOPPEDTOUNVEILTHEMYTHOFMETAPHORHOWEVER,FORALONGTIME，SCHOLARSAPPROVEARISTOTLESVIEWANDREGARDMETAPHORSASNOTHINGMORETHANARHETORICALORNAMENTATIONORSTYL
17、ISTICDEVICEWHICHISPERIPHERALTOLANGUAGEARISTOTLESVIEWDOMINATESINTHEPAST2000YEARS，ANDTHESTUDIESOFMETAPHORHADBEENMAINLYCONFINEDTOLITERATUREANDRHETORICTHEREFORE，THEIRSTUDIESARELIMITEDTOMETAPHORICALEXPRESSIONS，THATIS，THESUPERFICIALLINGUISTICLEVELBUTWECANNOTDENYTHATWITHTHEDEVELOPMENTOFTHEMETAPHORSTUDY,MOR
18、EANDMORENATUREOFTHISMOSTSOPHISTICATEDPHENOMENONISEXPOSEDPEOPLESUNDERSTANDINGABOUTTHENATUREOFMETAPHORHASGONEDEEPER；PEOPLESHORIZONHASBECOMEWIDERANDPEOPLEGRADUALLYKNOWHOWITWORKSINLANGUAGETHEBESTTESTIMONYISTHETRANSFORMATIONFROMTHETRADITIONALCONCEPTOFVIEWINGMETAPHORASAMERERHETORICDEVICETOTHECURRENTKALEID
19、OSCOPICAPPROACHESTOMETAPHORSUCHASINTERACTION5APPROACH，COGNITIVEAPPROACH，PRAGMATICCOGNITIVEAPPROACH，BLENDINGTHEORYANDSOONESPECIALLYINTHE20HCENTURY,THERESEARCHOFMETAPHORENTERSACOMPLETELYNEWINTERDISCIPLINARYSTAGE，SCHOLARSCONDUCTASYSTEMATICSTUDYONMETAPHORFROMDIFFERENTSUBJECTS，SUCHASSEMASIOLOGY,AESTHETIC
20、SANDCOGNITIONANDSOON222METAPHORINENGLISHNEWSPAPERMETAPHORISWIDELYUSEDINNEWSINENGLISHTOSTRENGTHENTHEEFFECTSOFLANGUAGEEXPRESSIONSTHEAPPLICATIONOFMETAPHORNOTONLYCONVEYSTHEINFORMATIONEFFICIENTLY,BUTALSOMAKESTHELANGUAGEEXPRESSIONMORELIVELYANDVIVIDLYMETAPHORSINNEWSAREUSEDEFFICIENTLYINMANYAREASTOEXPRESSATH
21、OUGHTBYALLUDINGTOANOTHERTHOUGHT，EITHERTOCLARIFYORMAKEITEASYTOCOMPREHENDORTOMAKEITMOREVIVIDANDTOCATCHTHEATTENTIONOFTHEREADERSMETAPHORISAUNIQUELANGUAGEFORMOFEXPRESSINGINFORMATIONALTHOUGHTHELANGUAGEINNEWSISVERYCONCISE，METAPHORISTHEPREFERENCEOFSOMEJOURNALISTSTOACHIEVETHEOPTIMALLANGUAGEEFFECTSTHEPURPOSEO
22、FAPPLYINGMETAPHORISTOCREATEARTISTICAPPEALREADERSCANNOTONLYRECEIVETHEINFORMATION，BUTALSOEXPERIENCEAESTHETICFEELING，SOTHATTHEESSENCEANDSPIRITOFLANGUAGECONVEYEDISUNDERSTOODBYREADERSMOREVIVIDLYANDMOREDEEPLY3RELEVANCETHEORY31THEDEFINITIONOFRELEVANCETHEORYWHATISRELEVANCEINRELEVANCECOMMUNICATIONANDCOGNITIO
23、NSPERBERWILSONFIRSTCLAIMTHAT“ANASSUMPTIONISRELEVANTINACONTEXTIFANDONLYIFITHASSOMECONTEXTUALEFFECTINTHATCONTEXT”RELEVANCETHEORYISAPROPOSALBYDANSPERBERANDDEIRDREWILSONTHATSEEKSTOEXPLAINTHESECONDMETHODOFCOMMUNICATIONONETHATTAKESINTOACCOUNTIMPLICITINFERENCESITARGUESTHATTHEHEARER/READER/AUDIENCEWILLSEARC
24、HFORMEANINGINANYGIVENCOMMUNICATIONSITUATIONANDHAVINGFOUNDMEANINGTHATFITSTHEIREXPECTATIONOFRELEVANCE,WILLSTOPPROCESSINGRELEVANCETHEORYISACOMMUNICATIONTHEORYWHICHISPROPOSEDFROMTHEPERSPECTIVEOFCOGNITIVESCIENCE,ANDISONEOFTHEFOUNDATIONSANDTHECORECONTENTSOFCOGNITIVEPRAGMATICSITEXPLAINSTHELANGUAGECOMMUNICA
25、TIONFROMTHEANGLEOFLANGUAGEPHILOSOPHY,COGNITIVEPSYCHOLOGYANDCOMMUNICATIONSCIENCERELEVANCETHEORYREGARDSTHECOMMUNICATION6ACTIVITIESINCLUDINGVERBALCOMMUNICATIONANDNONVERBALCOMMUNICATIONASCOGNITIVEACTIVITIESACCORDINGTOTHISTHEORY,COMMUNICATIONINVOLVESTHEPROCESSBETWEENTHEINFORMATIONSPEAKERANDHEARERTHESPEAK
26、EREXPRESSESTHEINFORMATIONTOTHEHEARERBYCOMMUNICATIVEBEHAVIOR32THEPRINCIPLEOFRELEVANCEFORSPERBERANDWILSON,HUMANSPROCESSINFORMATIONINORDERTOIMPROVETHEIRREPRESENTATIONSOFTHEWORLDACCORDINGTOTHEIROWNINTERESTSASFARASHUMANCOMMUNICATIONISCONCERNED，EACHINDIVIDUALEXPECTSUTTERANCEINTERPRETATIONTOACHIEVECONTEXTU
27、ALEFFECTSWITHOUTREQUIRINGTONMUCHPROCESSINGEFFORT，ANDWILLTHEREFOREINTERPRETUTTERANCESACCORDINGLYTHISBRINGSUSTOTHEPRINCIPLEOFRELEVANCE“EVERYACTOFOSTENSIVECOMMUNICATIONCOMMUNICATESTHEPRESUMPTIONOFITSOWNOPTIMALRELEVANCE”SPERBERWILSON1986158THISPRINCIPLEWASORIGINALLYCALLEDTOCONTRASTPARTICULARLYWITHGRICES
28、COOPERATIVEPRINCIPLEUNLIKETHEMAXIMSOFTHECOOPERATIVEPRINCIPLEOFCONVERSATION,ITISNOTANORMWHICHMAYBEFOLLOWEDORVIOLATED，BUTANEXCEPTIONLESSGENERALISATIONABOUTHUMANCOGNITIONBLAKEMORE，1995INTHESECONDEDITION1995OFRELEVANCECOMMUNICATIONANDCOGNITIONHOWEVER,ITISREFERREDTOASTHESECONDPRINCIPLEOFRELEVANCEWITHTHEA
29、DDITIONOFTHEFIRSTPRINCIPLEOFRELEVANCE“HUMANCOGNITIONTENDSTOBEGEAREDTOTHEMAXIMISATIONOFRELEVANCE”SPERBERWILSON1995260THEFIRSTPRINCIPLEISRELATEDTOCOGNITION,WHILETHESECONDTOCOMMUNICATIONTHESECONDISBASEDONTHEFIRST，WHICHMIGHTPREDICTCOGNITIVEBEHAVIORSANDGUIDETHECOMMUNICATION4ANALYZEMETAPHORINENGLISHNEWSPA
30、PERWITHRELEVANCETHEORY41EXPLANATIONOFMETAPHORONTHEBASISOFRELEVANCESPERBERANDWILSONDEEMEDTHATHUMANCOMMUNICATIONACTIVITYISAKINDOFCOGNITIVEACTIVITY,ANDTHERELEVANCEINTHEDISCOURSEISTHEBASISOFCOGNITIONINVERBALCOMMUNICATION,THESPEAKERRATHERINDICATEDACERTAININFORMATION,THANSHOWEDSOMECONNECTIONWITHTHEINFORMA
31、TIONHEOFFEREDINFORMATIONHAVETHERELEVANCEMADEPEOPLEREASONABLYCONJECTURETHEINTENTIONOFTHESPEAKERTOACHIEVETHECORRECTUNDERSTANDINGOFDISCOURSERELEVANCETHEORYREGARDSCOMMUNICATIONACTIVITYASCOGNITIVEACTIVITYANDITTHINKSTHAT7VERBALCOMMUNICATIONISAKINDOFACTIVITYWITHPURPOSEANDINTENTIONTHESPEAKERSPURPOSEORINTENT
32、IONSCANBERECOGNIZEDBYTHEHEARERTHATISBECAUSETHEYHAVETHECOMMONVIEWONCOGNITIVEENVIRONMENTTHATISTOSAY,WHETHERTHECOMMUNICATIONWILLSUCCESSDEPENDSONTHEIRVIEWONCOGNITIVEENVIRONMENTOFCOMMUNICATORSFOREACH42SUMMARYINTHISCHAPTER,THEREHASBEENANANALYSISOFTHERELEVANCETHEORYWHICHISBASEDONTHECOMMUNICATORSINTENTIONTO
33、COMMUNICATEANDTOMAKEHISINTENTIONMUTUALLYMANIFESTTOHIMSELFANDTHEADDRESSEE，ANDTHEOSTENSIVESTIMULUSSGUARANTEEINGOFTHEPRESUMPTIONOFOPTIMALRELEVANCEANINTRODUCTIONOFMETAPHORANDSPERBERANDWILSONSVIEWONMETAPHORAREALSOELABORATEDONTHIS，ASAWHOLE,SELVESASTHETHEORETICALFOUNDATIONFORTHEANALYSISOFMETAPHORINTHEFOLLO
34、WINGCHAPTERS5CONCLUSIONTOSUMUP,ITSHOWSTHATTHEJOURNALISTSNOTDIRECTLYPRESENTTHEIROPINIONSINORDERTOFOLLOWTHEPRINCIPLESOFBEINGOBJECTIVEANDFAIRBUTBYTHEMEANSOFMETAPHOR,JOURNALISTSCANIMPLYTHEIRINTENTIONSANDATTITUDEBOTHINVOCABULARYLEVELANDINTHESYNTAXSTRUCTURELEVELASAREADER,HECANNOTJUSTUNDERSTANDTHEARTICLELI
35、TERALLYHEALSOSHOULDKNOWTHECONNOTATIONINNEWSDISCOURSE,ALOTOFINFORMATIONISCARRIEDOUTTHISPAPERAIMSATDOINGTHEPRELIMINARYRESEARCHONTHISFIELDBIBLIOGRAPHYCARSTONROBYN2002THOUGHTSANDUTTERANCEBLACKWELLPUBLISHINGDENGYING2009THETRANSLATABILITYOFENGLISHMETAPHORINNEWSINENGLISHSNELLHOMBY,M1997OXFORDADVANCEDLEARNERSENGLISHCHINESEDICTIONARYOXFORDOXFORDUNIVERSITYPRESS，端木义万，2005,英美报刊阅读教程（中级本），北京大学出版社何自然，2007,语用三论关联论顺应论模因论，上海教育出版社刘绍忠，1997，关联理论的交际观，现代外语第2期任洲，2008,新闻不悦读，无阅读，人民日报出版社谭卫国、蔡龙权，2008，英语新闻的语言特点与翻译，上海交通大学出版社王建国，2005，关联翻译理论研究的回顾与展望，中国翻
