Blending Viewpoint of Teaching “Teaching as Mountaineering”: A Cognitive Stylistic Approach

Journal: Journal of Higher Education Research DOI: 10.32629/jher.v1i4.229

Zhijun Zhang

School of Foreign Languages, China University of Geosciences (Beijing)

Abstract

This paper aims at a cognitive stylistic approach to teaching “Teaching as Mountaineering”, an essay by Nancy K, Hill. Analogies are interpreted by conceptual blending theory, a cognitive stylistic approach. This theory is to work out the process of how meanings are constructed. In this manner, this tentative attempt at non-literary works will extend to more explorations of non-literary works through cognitive stylistic approach.

Keywords

cognitive stylistic approach, conceptual blending theory, teaching, mountaineering

Funding

The construction project of the Undergraduate Education Quality Enhancement Program in 2019 of China University of Geosciences (Beijing) (No: 649199111010); The Fundamental Research Funds for the Central Universities in China (No: 2652018332)

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References

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