- 更多网络例句与转喻的相关的网络例句 [注：此内容来源于网络，仅供参考]
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Metonymic expressions of emotional conception result from replacing abstract category with concrete one within a cognitive domain. Therefore attention should be paid to specific context for better understanding of metonymy.
情感概念转喻是在某一认知框架内以具体代替抽象的结果，同时对转喻的理解离不开特定的语境。
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From the ascepts of the nature, cognitive model, restriction principle and interactive relationship between metonymy and metaphor , analyzes and explains the mouth/ teeth/ lip/ tongue-speech, discusses the national difference of mouth/ teech/ lip/ tongue-speech by language comparison.
论文从转喻的本质、知模型、约原则以及转喻与隐喻的互动关系四个方面对汉英日语中的"口齿唇舌—言语"转喻进行分析和解释，并通过语言对比，论及"口齿唇舌—言语"转喻系统的民族差异。
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Metaphor and metonymy are both important cognitive models of human mind.
隐喻和转喻都是人类重要的认知模式，对身体词的各种活用又是隐喻和转喻的突出体现。
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The exploration of the metaleptic reality, of the Platonic metaxy, as well as the articulation of the exploratory action through language symbols, in Plato's case of his Myths, are the central concern of the philosopher's efforts.
这种由言辞开启的对现实世界的探索，（柏拉图式的言辞转喻，译注：&言辞转喻的实在&即所谓的idea，即&理念&，而言辞转喻即理念的辨证运动，此后都翻译为&理念&），也可以称为一种借助语言符号而达到对世界清晰理解的探索行为（表现在柏拉图的虚构对话中），关乎着哲学家最核心的努力。
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Based on the above understanding, the thesis points out that interpretation of speech act metonymy should be based on the commonly used metonymic.
基于以上认识，文章进一步指出，对言语行为转喻的理解应建立在这种人类共有的转喻性的思维及推理方式上。
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Based on the classification of metonymy, this paper has compared and analyzed the similarity and difference of metonymic thought between Chinese and English respectively from lexical, grammatical and discoursal perspectives.
本文以转喻的分类为基础，分析了汉英在词汇，语法，话语三个层次上转喻思维的异同，从而在揭示一般思维方式和语言能力之间关系的同时，进一步指出转喻研究在二语习得中的教学意义。
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Polysemy is discussed from the perspective of prototype, cognitive metaphor and metonymy, discovering that a polysemic word constitutes a semantic category with its primary meaning as the prototype while other members in that category are derived from it, exhibiting a family resemblance and degrees of typicality as well, and that the extension of word meaning is mainly achieved through metonymical thinking based upon contiguity and metaphorical thinking based upon similarity.
利用原型范畴理论、认知隐喻和转喻角度分析一词多义现象，认为一个词的多个义项是从原型义项演变而来的，并且表现出不同程度的家族相似性，同时又表现出不同程度的原型义项身份；词义延伸又主要通过转喻和隐喻的认知思维结构，即转喻的邻近性和隐喻的相似性思维特征来实现。
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To classify metonymies, it is necessary to take into account two criteria, the degree of genericity and the ontological nature of domains, according to which metonymies can be classified into two kinds, high-level metonymies and low-level metonymies.
关于转喻的分类，本文提出两个标准，类属程度和认知域的本体特征。根据这两个标准，转喻可简约地分为高层转喻与低层转喻。高层转喻直接利用类属ICM进行映射，影响语言结构，从这层意义上说，它是语法转喻。
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In addition, there are entrenched uses of referential metonymies observed in our corpus data, which reveals how our recurrent interaction with outer environment gives rise to the saliency of particular concepts and how these concepts, universal or culture-specific alike, further lead to language routinization.
除此之外，本篇研究观察到固定化指涉转喻(entrenched referential metonymy)的现象，我们认为这种固定化的转喻起因於人类与外在环境或文化社群的不断互动，当某些概念在互动过程中一再地被突显，这些概念将会频繁地被使用作转喻的来源范畴，并且进一步固定成惯例化的语言形式。
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Based on the degree of genericity and the ontological nature of domains, metonymies can be classified into two kinds, high-level metonymies and low-level metonymies.
从类属程度和认知域的本体特征出发，转喻可分为高阶转喻与低阶转喻，高阶转喻直接利用类属ICM进行映射，影响语言结构，具有语法转喻的特性。
- 更多网络解释与转喻的相关的网络解释 [注：此内容来源于网络，仅供参考]
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brown out：使灯火转暗(以部分管制减少空袭的危险)或节约能源
blaze into the brown 射击群鸟[喻]向机群[舰群, 人群]开炮[发射火箭]brown off | brown out 使灯火转暗(以部分管制减少空袭的危险)或节约能源 | brown to [俚] 明白 领会
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connotation：内涵意义
和语言文字一样,图像不仅是转喻的,也是隐喻的;图像思维也要从"外延意义"(denotation)生成"内涵意义"(connotation). 图像素养教育的任务就是要教会公众通过意义的协调和认知结构的主动建构,实现对图像符号的消费乃至再生产,
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denotation：外延意义
和语言文字一样,图像不仅是转喻的,也是隐喻的;图像思维也要从"外延意义"(denotation)生成"内涵意义"(connotation). 图像素养教育的任务就是要教会公众通过意义的协调和认知结构的主动建构,实现对图像符号的消费乃至再生产,
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metonymy：转喻
"重新分析"是从一个概念过渡到另一相关的概念,是概念的"转喻"(metonymy). 例如汉语的"学不成",在中古汉语是表示"没有学成"(连谓结构),在现代汉语是表示"不可能学成"(动补结构),其间发生了重新分析,而"没有学成"和"不可能学成"是两个相关的概念,
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the metonymy：转喻
(3)转喻(the metonymy) 转喻是比隐喻更进一步的比喻,它根本不说出本体事物,直接用比喻事物代替本体事物. 例如:(1)The buses in America are on strike now.美国的公共汽车司机正在罢工(这里buses喻指司机driv ers).
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The Cognitive Study of Metonymy：对转喻的认知分析
"Cultural Differences of Body Language in Nonverbal Communication ... | "The Cognitive Study of Metonymy "," 对转喻的认知分析" | "Formal and Spitritual Resemblance in Transalating Classic Chinese Poetr...
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prerequisite：先决条件
同时,Barcelona把"(为隐喻)提供理据"(motivate metaphor)理解为"作为(隐喻的)概念的先决条件(prerequisite)". 因此,在大多数语义延伸中,以转喻和提喻(synecdoche)为基础的延伸先于隐喻为基础的延伸.
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synecdoche：提喻;举隅
著名批评家海顿.怀特(Hayden White)曾将修辞学上的四种类型巧妙的用来定义福柯的四大知识领域:即隐喻(metaphor)--中世纪末,文艺复兴、转喻(metonymy)--十七、八世纪(新)古典主义时期、提喻(举隅)(synecdoche)--十九世纪、反讽(irony)--二十世纪,
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the synecdoche：借代
二、借代(the synecdoche) 比喻一定要用一种事物比方另一种事物,无论明喻、隐喻和转喻都是如此. 转喻虽然表面上只剩下喻体事物,省去了本体事物,但仍然是两种事物相比. 然而借代只有一种事物,不过没说出该事物原来的名称,另外借用一个名称来代替它.
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trope：比喻
怀特在>里已经大量使用"比喻"(trope)和"比喻的"(tropological)诸词,他倾向一种四重的比喻概念,它们分别是隐喻、转喻、提喻和反讽,不过,怀特认为"反讽、转喻和提喻都是隐喻的不同类型.