認(rèn)知語言學(xué)視角下英漢基本顏色詞“紅”的隱喻對(duì)比研究

摘要隱喻作為一種認(rèn)知手段在不同語言中都大量存在，隱喻的對(duì)比分析也是當(dāng)下有關(guān)隱喻研究的一個(gè)主要方向。傳統(tǒng)的隱喻觀視隱喻為一種修辭手段，而在萊考夫和約翰遜的《我們賴以生存的隱喻》一書中首次提出了將隱喻視為人類的一種認(rèn)知方式的概念隱喻理論，實(shí)現(xiàn)了隱喻理論研究從修辭格到認(rèn)識(shí)方法的轉(zhuǎn)變。顏色域作為人類基本認(rèn)知域之一，以顏色詞的形式記錄在人類語言中并具有豐富的隱喻意義。因此通過對(duì)顏色詞作為始源域的英漢隱喻的研究，可以找出英語和漢語中顏色詞隱喻的認(rèn)知過程以及影響認(rèn)知結(jié)果的因素，使人們更好的理解并使用顏色詞隱喻。根據(jù)語言中顏色詞的特征及發(fā)展順序，Kay&Berlin歸納總結(jié)了基本顏色詞理論，根據(jù)基本顏色詞理論，紅是人類語言中首個(gè)出現(xiàn)的彩色基本顏色詞。本文采用以概念隱喻理論為主概念轉(zhuǎn)喻理論為輔的理論框架，以RED為例，從CorpusofContemporaryAmericanEnglish和CorpusofCenterforChineseLinguisticsPKU兩個(gè)語料庫中各隨機(jī)抽取的1000條含有RED的語料，借助牛津英語詞典和現(xiàn)代漢語詞典進(jìn)行定性分析，總結(jié)紅在英語和漢語隱喻使用情況及隱喻含義；通過對(duì)比英語和漢語中紅的隱喻含義找出差異性和共性，并找出導(dǎo)致英漢以紅為始源域的隱喻之間存在共性和差異的因素。研究發(fā)現(xiàn)，紅在英語和漢語中都存在著大量的隱喻。紅在英語中的主要隱喻含義有警告、強(qiáng)度、債務(wù)、官僚等，在漢語中的主要隱喻含義有警告、喜悅、女性、政治等，其中紅作為政治、警告、強(qiáng)度、等隱喻在英漢中都存在，這主要是由于人眼識(shí)別色彩的生理機(jī)制以及紅光的物理屬性決定的。而在英漢中都存在著獨(dú)有的隱喻含義，例如英語中的官僚和漢語中的愛情，造成這些差異的主要原則則是中西方文化的不同，隱喻具有文化依存性，所以不同文化間的相同始源域所產(chǎn)生的映射也不同。除此之外，作者發(fā)現(xiàn)紅在英漢隱喻中的映射過程并不都是一步完成的，有些隱喻的映射過程是建立在轉(zhuǎn)喻基礎(chǔ)上的。本研究旨在為其他領(lǐng)域?qū)︻伾~的研究如心理學(xué)提供了思路，有利于認(rèn)知語言學(xué)與其他學(xué)科間互動(dòng)與發(fā)展。并期待通過對(duì)紅色隱喻的英漢對(duì)比分析，跨文化交際教學(xué)有一定啟示。關(guān)鍵詞：紅；基本顏色詞；概念隱喻；英漢對(duì)比AbstractMetaphor,asacognitivedevice,iswidelyemployedinhumanlanguage.ThecomparativestudyofmetaphorbetweenEnglishandChineseisalsoamaindirectionofmetaphorresearch.Thetraditionalviewofmetaphorregardsmetaphorasarhetoricaldevice.InLakoffandJohnson'smetaphorwelive,theconceptualmetaphortheorythatregardsmetaphorasacognitivewayofhumanbeingsisputforwardforthefirsttime,whichrealizesthetransformationofmetaphortheoryfromrhetorictocognitivemethod.Asoneofthebasiccognitivedomains,colordomainisrecordedinhumanlanguageascolortermsandhasrichmetaphoricalmeanings.Therefore,bystudyingthemetaphorsofcolorterminEnglishandChinese,wecanfindoutthecognitiveprocessofcolortermmetaphorsinEnglishandChineseandthefactorsthataffectthecognitiveresults,sothatpeoplecanbetterunderstandandusecolortermmetaphors.Accordingtothecharacteristicsanddevelopmentorderofcolorsinlanguage,KayandBerlinsummeduptheBasicColorTermtheory.AccordingtotheBasicColorTermTheory,REDisthefirstcolorfulbasiccolorterminhumanlanguage.Inthispaper,weusetheconceptualmetaphortheoryasthetheoreticalframeworkandusetheconceptualmetonymytheoryassupplement.InCorporaofContemporaryAmericanEnglishandCorpusofCenterforChineseLinguisticsPKU,1000corporawithREDwererandomlyselected.ByusingOxfordEnglishDictionaryandModernChineseDictionarytomakequalitativeanalysis,wecansummarizethemetaphoricalmeaningsofredinEnglishandChinese;bycomparingthemetaphoricalmeaningsofredinEnglishandChinese,wecanfindoutthedifferencesandsimilaritiesandthefactorsthatleadtothesimilaritiesanddifferencesbetweenEnglishandChinesemetaphorswithredasthesourcedomain.TheauthorfoundthattherearealotofmetaphorsofREDinbothEnglishandChinese.ThemainmetaphoricalmeaningsofredinEnglishareWarning,Intensity,Debt,Bureaucracy,etc.,whileinChinesearewarning,Enjoyment,Femininity,Politics,etc.Amongthem,redasametaphorofPolitics,Warning,Intensity,etc.existsinbothChineseandEnglish,whichismainlydeterminedbythephysiologicalmechanismofhumaneyeandthephysicalattributeofredlight.ThereareuniquemetaphoricalmeaningsinbothEnglishandChinese,suchasBureaucracyinEnglishandLoveinChinese.ThemaincauseofthesedifferencesisthedifferencebetweenChineseandWesterncultures.Metaphorsareculturallydependent,sothesamesourceofdifferentculturesproducesdifferentmappings.Inaddition,theauthorfindsthatthemappingprocessofredinEnglishandChinesemetaphorsisnotallcompletedinonestep.Somemetaphorsarebasedonmetonymy.Thepurposeofthisstudyistoprovideideasforthestudyofcolortermsinotherfields,suchaspsychology,whichisconducivetotheinterdisciplinaryinteractionanddevelopmentbetweencognitivelinguisticsandotherdisciplines.ItishopedthatthroughthecontrastivestudyofmetaphorinREDbetweenEnglishandChinese,theteachingofcross-culturalcommunicationwillbeenlightened.Keywords:RED,BasicColorTerm,ConceptualMetaphor,ContrastiveStudy

ChapterONEIntroduction1.1ResearchBackgroundSincethepublicationofMetaphorWeliveby,peoplehaveanewunderstandingofmetaphorandMetonym.Metaphorandmetonymyarenolongerrhetoricaldevicesoflanguagebutwaysofthinking,whichareimportantcognitivedevicesforhumanconceptualsystem.ShuDingfang(2002)pointedoutthattheessenceofmetaphorisatoolofperceptionandconceptformationforhumanbeingstounderstandtheworldaroundthem.Thedevelopmentofcognitionandlanguageisinseparablefromtheperceptionandexperienceofhumansensestotheexternalthings.Metaphorisgeneratedbymappingfromthesourcedomaintothetargetdomain.Thefunctionistoconstructorexplainanotherabstractconceptwithaspecificonewhichismorefamiliar.Inthehugecognitivesystemofhumanbeings,colorisanimportantpartofhumanvisualresultsandplaysanimportantroleinlife.Langacker(1987)pointedoutthatcolordomainisthemostbasiccognitivedomainoflanguage,whichisthesameasspacedomainandemotionaldomain.VerneF.Ray(1953)pointedoutthateachcolorsystemaimstomakethecolorsarrangedorderly,sothatpeoplecanperceiveandfeedbackthem,andthenpromotespeechcommunication.Nomatterinvisionoremotion,peoplewillrespondtocolorandgiveitspecificconnotation.Colormetaphormakesourcognitionofthingsmorerealandvivid.Accordingtothebasiccolortermtheory,redisthefirstcolorfulterm,whichismorerepresentativeandworthyoffurtherstudy.ThisthesiswilltakethebasiccolortermREDasanexampletocompareitsmetaphorbetweenEnglishandChinese,whichnotonlyfocusedonthemeaningofmetaphors,butpaymoreattentiontothedifferencesandsimilaritiesandthecausesofthem.1.2ObjectiveandSignificanceoftheStudyThroughtheanalysisof1000corporarandomlyselectedfromCOCAandCCL,itisfoundthattherearealotofmetaphorsofREDusedinbothEnglishandChinese,andmetaphorsinEnglishandChinesehavesimilaritiesanddifferences.Themainfactorsforthesimilaritiesanddifferencesarephysiologicalfactorandculturalfactors.Therearesometheoreticalandpracticalvalues:Metaphorwasstudiedasarhetoricaldeviceforalongtime.LakoffandJohnsonproposedconceptualmetaphorasawayofthinkingandcognitivemeansofhumanbeings,andmetaphorisnotaspecialwayofexpression,whichgenerallyexistsinourdailylanguages.Accordingtostatistics,70%ofeverydayexpressionsareproducedbymetaphor.Throughtheanalysisofconceptualmetaphorofbasiccolortermred,thestudyfurtherprovestheuniversalityofmetaphor,andmetaphorisinfluencedbybackgroundculture,thesamelexicalmetaphorofdifferentculturesmaybedifferent.Second,throughtheanalysisofcolortermsfromtheperspectiveofconceptualmetaphor,thethesisprovidesideasforthestudyofcolorinotherfields,suchaspsychology,whichisconducivetotheinteractionanddevelopmentbetweencognitivelinguisticsandotherdisciplines.Metaphorofbasiccolortermswidelyexistsindailylife.Peoplewiththesamebackgroundandculturecaneasilygraspandunderstandthemetaphoricalmeaning.However,forpeoplewithdifferentculturalbackgrounds,itisdifficulttounderstandmetaphorofbasiccolorwords,whichneedstoconsultmaterialstounderstanditsconnotation.Thepracticalsignificanceofthistopicliesinthat,bycomparingthedifferencesbetweenEnglishandChinesecolormetaphors,foreignlanguagelearnerscanreducetheirconfusioninunderstandingmetaphorsofcolor,andcanusethecolormetaphorconnotationofthetargetlanguagetounderstandwhenencounteringcolormetaphorswithculturaldifferences,soastoreducethegenerationofambiguity.Byanalyzingthesimilaritiesanddifferencesofmetaphor,wecanunderstandculturesindepthandimprovetheinterculturalcommunicationability.1.3TheOrganizationoftheThesisThethesisconsistsofsixchapters.Thefirstthreechaptersarethebasicoftheresearch.Thefirstchapterisintroduction,includingthebackground,theobjectivesandsignificanceandthelayoutofthestudy.Thesecondchapterisliteraturereview,includingthepreviousstudyonBasicColorTermTheoryanddevelopmentofmetaphor.Inchapterthree,thetheoreticalframeworkincludesthedefinitionofconceptualmetaphor,conceptualmetonymyandtheworkingmechanismofthemareelucidatedinthispart.Thefourthchapterisresearchmethodology.Researchobjectanddataselection,researchquestionsandresearchprocedurewhichinvolvethemethodologiesareshowedinthischapter.Thefifthchapteristhemostimportantpartofthethesis.Inthispart,theauthorfirstanalyzedthemetaphorofREDinEnglishandChineseandsupportedbythesamplesfromCOCAandCCL.Besidesthemeaningofmetaphor,theprocessofmappingispresent.ThenpointoutthesimilaritiesanddifferencesbetweenEnglishandChineseandthecausesfromphysiologicalandpsychologicalaspect.Thelastchapteristheconclusionwhichgivesasummarytothefindings,explainsthelimitationsofthestudyandprovidessomesuggestionsforfuturestudies.

ChapterTwoLiteratureReview2.1TheDevelopmentofBasicColorTermTheoryAristotlementionedthatcolorisdifferentfromdifferentperspective,whichshowsthatcolorisnotinherentwithinorindependentfromtheobject.Instead,itistheresultoftheinteractionbetweenthehumanvisualorganandtheobject.AbstractartmasterWassilyKandinskysaidthatcolorcanaffecthumanmentalsensedirectly,thereforetheperceptionofcolorisnotsingularorfixed.Colorandhumancognitionareconnectedwitheachotherbeforetheformationofthecolorterms.AccordingtothedevelopmentofBasicColorTerms,overseasresearchonbasiccolorwordscanbedividedintothefollowingstages:First,beforeBasicColorTermtheorywasputforward:theresearchfromthemiddleof19thcenturytothebeginningof20thcentury,theresearchinthefirsthalfandthemiddleof20thcentury.Second,propositionandsupplementofBasicColorTermtheory.2.1.1BeforetheProposalofBasicColorTermTheoryThestudyofcolortermswasinitiatedbyW.Gladstone,afamousEnglishscholar.HeanalyzedthecolordescriptionsinStudiesonHomerandtheHomericAge,whichwaspublishedin1858.HefoundthattherewereonlyafewabstractwordstodescribecolorsinancientGreece,andthemeaningsofthesewordsareambiguous.Thusly,hebelievesthatsuchlanguagefactcouldbeattributedtothedefectivecolorsenseorganinancientGreek:theirabilitytodistinguishonecolorfromanotherwaslessdevelopedthanmodernpeople(Yao,1988).HisfindingsandconjecturesattractedtheattentionofGermanlinguistL.Geiger.AtaconferenceofGermanzoologistsandbotanistsin1867,Geigerexpressedagreementwiththeviewofdifferencebetweenthesensoryorgansofancientandmodernpeople.Hebelievedthatthelackofabstractwordsforcolordescriptionandtheambiguousmeaningareascribedtotheunderdevelopedability.Geigerbelievesthatwithimprovedrecognitionabilitiesforcolors,humanswillbeabletodistinguishandnamemoreandmorecolors.HewasthefirsttoproposethehypothesisaboutthegeneralorderofoccurrenceofcolorsandreachedtheconclusionintheContributionstotheHistoryoftheDevelopmentoftheHumanRacein1880(Yao,1988).Thehypothesisisthattheorderinwhichpeopleperceivecolorsissimilartotheorderinwhichtheyarearrangedinthenaturalspectrum.Therefore,theappearanceofcolortermsrequiresatleastsixstagesinagivenlanguage.Stage1:Thereisonlyonewordtodescribethemixingofblackandredconcepts;Stage2:Blackandredconceptsdiverge,resultinginthenamesofblackandred;Stage3:Yellownamesappeared,sodidgreen;Stage4:Whitenamesappeared;Stage5:Greennamesappearedanditpossiblyindicatesblue;Stage6:Bluenamesappeared.Inthesameyear,GermanophthalmologistH.MagnusfoundtheevidencetorefutetheconclusionsofGeigeretal.andpublishedsuchevidenceinUndersuchungenüberdenfarbensinndernaturv?lker.Becauseofthegroundbreakingcross-culturalresearch,Magnusprovidedamodelformodernanthropologicalresearch.Intheresearch,hereachedthefollowingconclusions:1.Colornamingisnotnecessarilyrelatedtothelevelofperception,andtheirdiscriminationofcolordependsonwhethersuchcolorisnecessaryindailylife;2.Thefirstidentifiedcolorwasred,followedbyyellow,green,andblue;3.Itiseasytoconfusetheexpressionofadjacentcolorsinthespectrum,suchasgreenandblue;4.Inlanguageswithonlytwoorthreecolorterms,redrepresentscolorswithrelativelylongwavelengths,suchasred,orange,andyellow;whileblackrepresentsrelativelyshort-wavelengthcolors,suchasblue,green,andpurple.Hissurveywasthelargestatthattime.BerlinandKayevaluatedthemainconclusions,exceptforitshouldbecorrectedthatyellowappearedbeforegreen.AfterMagnus,intheearly2000s,althoughafewscholarshavediscussedtheuniversalityofthewordsforcolorintheorderofoccurrence,thisaspectofresearchhasbeenignoredduetotheemergenceofAnthropologicallinguistics.BecauseEdwardSapirandB.L.WhorfputforwardtheSapir–Whorfhypothesiswhichstressesuponthenotionthatdifferentlanguagesmakedifferentclassifications.Thestructureofthelanguagecanaffectthethinkingmodeandbehaviorofthespeakers.Thestudyofcoloratthattimewasmainlycarriedoutundersuchbackground,especiallyinthe1960s.Ittakesthetheoreticalframeworkofthishypothesisandfocusesonspecificlanguagenamesinaveryspecificway.Conklin(1955)investigatedadialectofPhilippinesandfoundthattheyusedfourcolortermstoexpressdifferentcolors.GriséncomparedEnglishwithanativelanguageofRhodesiaandanativelanguageofLibyatodividechromatographicexpressions.BothConklinandGrisénagreedthatthevisualphysiologiesofcolorperceptionbetweenhumansarenodifferent,althougheachlanguagehasitsownwayofrecordingcolor.2.1.2TheBasicColorTermTheoryInthe1960s,foreignscholarsbegantostudythecolorwordsindifferentlanguages.AnthropologistsBerlinandKayexperimented98languagesandpublishedbasiccolorwords:theiruniversalityandevolutionin1969.Accordingtotheirdefinition,thebasiccolortermsshouldfulfilthefollowingcriteria:Basiccolortermshaveonlyonemorpheme,andthemeaningofwordscannotbeinferredfromthepartsofthisword.Thusly,wecanruleoutbluish,lemon-coloredorblue-green,andsoon.Basiccolortermsrefertoonecolorthatisindependentoftheotherandthereforeexcludesscarletandcrimson.Basiccolortermsarenotlimitedindescribingacertaincategory,justlikeblondeisnotabasiccolorterm,becauseitgenerallyrefersonlytothecolorofhairandskin.Basiccolortermsaresignificantandstableinpsychologicalsubjects,becausetheirviewofcolorwillnotbechangedindifferentcontexts.Therecanbedifferentjudgmentsduetopersonalusage.BerlinandKayarguedthatthesefourcriteriaaregenerallysufficienttojudgethebasiccolorwordsinalanguage,andthefollowingfourcriteriacanbeusedinthesituationwithoutclarity.Thesamedistributionpotentialandderivationability,suchasRed,WhiteandGreen,canformreddish,whitishandgreenish.Whilechartreuse,whichisnotfromEnglish,cannotbetransformedintoanewwordofasimilarform.Ifacolorwordderivesthemeaningfromaphysicalobject,andisthenameofthatobject,thenitisnotabasiccolorterm.Forexample,goldreferstoboththecolorandthepreciousmetal.Accordingtothisrule,orangemaybeexcluded,becauseitmeetsonetofourmaincriteriaabove.Itstillbelongstothebasiccolorterm.Thenewcolorwordsfromforeignlanguagesshouldnotberegardedasthebasiccolorterm.ThebasiccolortermsinEnglishareformedbyasinglemorpheme.InsomeAmericanIndianlanguages,thebasiccolortermsareformedbyreduplicatedwords.BerlinandKay(1969)reachedthefollowingconclusionsthroughtheirstudyonbasiccolorterms:Intermoftheuniversalityofbasiccolorwords,thehumanlanguagescommonlyshareauniversalbasiccolorcategory,includingwhite,black,red,green,yellow,blue,Brown,purple,pink,orange,andgray.Allthebasiccolorwordsindifferentlanguagesbelongtotheabove11categories,andallofthemhavecentralmeanings.Asforthedistributionofbasiccolorwords,anylanguagehasatleasttwobasiccolorwordsforblackandwhite.Iftherearethreebasiccolorwords,thethirdonemustbeacolornameforred.Iftherearefourbasiccolorwords,thisbasiccolorwordcaneithermeangreenoryellow.Ifthefifthbasiccolorindicatesgreenoryellow,thenthesixthbasiccolorwordwouldindicateblue.Theorderofoccurrenceofthebasiccolorwordssuggeststhattheappearanceofthebasiccolorwordsinvariouslanguagesisinaccordancewiththerespectivestagesofuniversaloccurrence.Itwasfoundthatthefocusedcolorsindifferentlanguageswereremarkablyconsistent,regardlessofthetoneofthesamelanguage.In1978,KayandMcDanielrevisedandsupplementedtheprevioustheorybystressinguponthelinguisticimportanceofthebasiccolorwords.Theyusedthetheoryandmethodbasedonambiguitymathematicstofindoutthecauseoftheuniversalityinthesemanticsfromtheperspectiveofphysiologicalstructure,therebyredefiningthecategoryandsequenceofthebasiccolorterms.BerlinandKayarguedthattherewasaclearboundarybetweentwocolorcategories,withonetonebelongingonlytoonecategory.Intheirsurvey,thesubjectswereaskedtochoosethecategorytowhicheachtonebelongs,ratherthanaskingthemabouttheextentofonespecificcolorfittowhichitbelongstosuchcategory.Obviously,theclassificationofcolortermsissimplifiedandclarified,thankstotheireffort.KayandMcDaniel’snewtheoryholdsthatthecategoryofcolorsshouldbeconsideredasafuzzyset,inwhichthebelongingnessofonetoneisamatterofdegree.Moreover,therepresentativeandtypicalcolorshavethehighestlevelofconformity,andviceversa.Bycomparison,thetonebetweentwocolorcategorieshasthelowestdegreeofconformity,makingitpropertodescribetheentirecolorrangefromtheedgetothecenter.Consequently,suchdescriptioncanbemoreaccuratetodepicttheassociationbetweenthevarioustonesandthestatusoftheintermediatecolor.Humanbeingshaveaspecialphysiologicalstructureandacumenforperceivingthevariouscolors.TheTrichromaticTheoryofcolorvisionassumesthattherearethreedifferentkindsofconuscellintheretina,eachofwhichservetoperceivered,greenandbluelight,respectively.Whenthethreekindsofconuscellsfeelthesingularlightstimulationwithintherangeofcorrespondingwavelength,theywouldfunctiontoproduceasinglered-green-bluecolorperception.Whenthecompoundlightwaveshedoneachconuscellwithdifferentintensityratio,yellow,orange,purpleandothermixedcolorwillbeperceivedaccordingtotherulesofColorMixing.Whenthewavelengthisofthesameintensity,itwillproducetheperceptionofwhiteandnoothercolors.Trichromatictheoryofcolorhasbeensubstantiatedinseveralphysiologicalexperiments,yetitsmaindrawbackisthatitfailstoaccountfortheroleofneuralpathwaysfromtheeyetothebrain.In1966,deValoisetAl.demonstratedthathumanshavefourtypesofcellstoperceivethecolorsinlight,including1)+red-green;2)+green-red;3)+yellow-blue;and4)+blue-yellow.Forexample,theopponentcell+red-greencanperceiveredcolorwhilerejectgreencolor.Theseopponentcellsservetocharacterizethecolorsenseofhuman.Physiologicallyspeaking,peoplecannotformared-greenorblue-yellowcombination,buttheycancombineredwithyelloworbluewithgreen.Inaddition,theothertwonon-oppositereactiontypes,blackandwhite,servetoformthebasisofcolorperception,andtodeterminethesemanticstructureofcolortermsinvariouslanguages.KayandMcDanielcombinedthetheoryofModuluswiththetheoryofvisualneuralresponsetoestablishanewsystemforthecategorizationofbasiccolorterms.Theypointedoutthatthetheoryin1969cannotlogicallydistinguishthe11basiccolorcategories.Asamatteroffact,thereareatleast15basiccolorcategoriesinthehumanlanguages,andthatthese15termscanbedividedintothreecategoriesfromtheperspectiveofOpticnerveresponse,including1)maincategory;2)comprehensivecategory;and3)too-ascendingcategory.Moreover,thesequenceofbasiccolortermscanstillbedividedintosevenstages,yetthecontenthasbeenadjustedaccordingly,asshowninFigure.SemionticianA.Wierzbicka(1990)cameupwithanewinterpretationoftheevolutionofbasiccolorwordsfromtheperspectiveofsemantics.Theresearcherheldthathumanbeingsperceivecolorinthesamemechanism,regardlessofrace,sex,ageandotherphysiologicalfactors.Additionally,thedifferenceintheconceptofcolorindifferentlanguagesshouldbeascribedtoculturalandreligiousreasons.Thatistosay,differentlanguageusershaveformeddifferentviewsaboutcolorandtheworld.2.1.3DomesticResearchofColorThebasiccolorwordtheorywasfirstintroducedintoChinain1981byFuHuaiqinginBasicColorTerms:UniversalityandDevelopment,whichisthetranslationworkofBerlinandKay.YaoXiaoping(1988)summarizedtheevolutionhistoryofChinesebasiccolorwordsandanalyzedtheirinfluence.Fromtheperspectiveofsemantics,WuTieping(1986)researchedandclassifiedcolorwordsfromtheperspectiveoffuzzylinguistics.LiHongyin(2004,2007)analyzedcolorwordsfromthelexicallevelandthesyntacticlevel,includingthefunctionsofdistinguishingcolors,referringtocolors,anddescribingcolors,andfurtherexploredthesemanticaspectsofcolors.Fromtheperspectiveoftranslationtheory,PengQiurong(2001)studiedtheculturalconnotationofEnglishandChinesecolorwordsandtheirtranslation.Fromacross-culturalperspective,YangYonglin(2003)exploredthedeficienciesandproblemsinthetheoreticalresearchofbasiccolorwordsandtriedtocomplementeachotherinfunctionandform.Fromtheperspectiveofrhetoric,JinFunian(2004)studiedtherhetoricaluseofmodernChinesecolorwordsofdifferentgenders.Inrecentyears,researchoncolorwordshasbecomemorevigorous,andmoreinterdisciplinaryresearchmethodshavebeenintroduced.ZhangJijia(2015,2012)provedtheinteractionbetweencolorwordsandcolorcognitionfromtheperspectiveofpsychologyandlinguistics,andexploredthecolornamingandclassificationofdifferentagegroups.XuXia(2016)comparedtheidiomscontainingcolorwordsatthecross-culturalandsemanticlevels,withaviewofhelpingEnglishteachingtoacertainextent.Therefore,thestudyofcolorwordmetaphorshasafurtherunderstandingofcultureandsemanticswithgreatresearchvalue.2.2StudiesonMetaphorMetaphorhasalwaysbeenahottopicinlinguisticresearch.Thetraditionaltheoryofmetaphorregardsmetaphorasalinguisticphenomenonandarhetoricaldevice.In1980,LakoffandJohnsonfirstputforwardthetheoryofconceptualmetaphor.Thestudyofmetaphortheoryhasrealizedthetransformationfromrhetorictocognitivedevice.2.2.1TheDevelopmentofMetaphorBeforethetheoryofconceptualmetaphorwasputforward,thestudyofmetaphorwentthroughthreestages:SubstitutionTheory,ComparisonTheoryandInteractionTheory.Onthebasisofconceptualmetaphor,ConceptualBlendingTheoryisputforward.SubstitutionTheoryAccordingtocurrentlyavailablereferences,Aristotleistheancientphilosopherwhostartedthesystematicresearchonmetaphorandthereforeheisconsideredasthepioneerofmetaphoricresearch.Thebackgroundatthattimewasthatallphilosophicalproblemswereregardedaslinguisticproblems.Aristotleappliedphilosophicalapproachtostudymetaphorasarhetoricaldevice(Li,2004:5).TheviewofAristotlehasprofoundlyinfluencedtheresearchesintometaphorinthewestinthe2000yearsthatfollowed.Heproposedthatrhetoricanddialecticswerecompatiblethatpeopleusethesetwomethodstodiscusswithoneanotherandestablishtheirstatement.Astheessenceofmetaphor,thetheoryofsubstitutionwasproposedbyQuintillianm,oneresearcherontherhetoricinancientRomanlanguage.Healsoarguedthatmetaphorisalinguistictermdescribingthereplacementofonewordwithanothertoexpressthesamemeaningandthatthetwowordsjointlyconsistacontrastiverelationship.Therefore,metaphorandsimileareofthesameinnature.Hefurtherpointedoutthatmetaphorismoresuccinctthansimile(Shu,2000:3).However,thesubstitutiontheoryemphasizesthesubstitutabilitybetweenthesourcedomainandthetargetdomain.Wordsthatrepresenteachothercancompletelybereplacedbyanotherword,andbothtwowordsaregatheredfromthesynonymousdomain.Thus,thesubstitutiontheoryusheredinmetaphorstudyandsetsupthefirstmilestone,inspiteofitsobviouslimitations.ComparisonTheoryComparisontheory,alsocalledsimilaritytheoryorAnalogytheory,emphasizesuponthecharacteristiccomparisonbetweenthesourcedomainandthetargetdomain.Thesubstanceistherelationshipwhichisbuiltuponthecomparisonofthemeaningsbetweenthetwowordsfromdifferentsemanticdomain.Intheotherwords,metaphorisconsideredasastatementwithsimilarityoranalogy.Inviewofsuchnotion,thecomparisontheoryismerelyaderivativeofAristotle’sview.Theinfluenceofcomparativetheoryisjustasenormousassubstitutiontheoryinmetaphorstudy.Abram(Hu,1993)providedavividexampleof‘HeistherockofGibralter’toclaimthatmetaphorreferstoonethingbecomingthecomparisonoftheother.Attheturnofthe21stcentury,hestillclaimedthatmetaphorservestotransferthecharacteristicsofonethingtoanotherwhichisnotsimilar.Unlikesimilesandanalogies,metaphorsaffirmthatonethingisnotjustliketheother.Whatthesetwoscholarshaveincommonisth