《字面意义的疆域：隐喻、一词多义以及概念理论》主要研究隐喻、多义性与概念结构的关系。作者采用叙述方式，主张重新思考有关字面意义及其与概念结构关系的标准假设。作者采用神经心理学和心理学的资料，支持多义性属于词汇层而不是概念层的观点，因而向某些在认知语言学、词汇语言学和分析哲学的框架内的隐喻和多义性的基本研究工作提出挑战。

On the other hand，our intuition tells us that somehow in ourthought all the different meanings of 'soft'are related，perhaps relatedmore tightly and in a qualitatively different way than the meanings of'cat' and 'dog', or even'mother' and 'father'. For instance, in interpreting novel utterances. If we know what 'cat'means, we shall not be ableto guess what 'cat and dog' means unless we also know what 'dog'means. But if we know what 'soft' means, we know what it means bothin 'soft pillow' and 'soft voice'. Or rather, if we know what'soft'(as in'soft pillow')means, we can guess what 'soft2' (as in 'soft voice') means,and guess correctly. Even when we hear 'soft'-phrases which are cornpletely novel for us, we do not twist our minds in an effort to understand them，we just understand them．To notice how widespread suchcross-sensory uses of words are one only has to watch television:'Whywear cotton, if you can wear silk?' could have been about clothes, but itwas about Galaxy chocolates, and it worked. Silk is softer and smootherthan cotton, tastes also have degrees of softness and smoothness. Whenwe watch this advert, we may want to try a Galaxy, but we do not wonder whether it is appropriate to call tastes 'soft', as we call 'soft' thoseobjects that give us tactile sensations of softness. The kind of peoplewho wonder about such things also wonder why this is so. “西方语言学原版影印系列丛书”是北京大学出版社外语编辑部建立以来的一个新产品，具有重大意义。随着国内高等教育的发展，这几年来本科生、硕士生和博士生的招生名额都扩大了，教材建设再次提上了日程。除组织国内老师自行编写外，从国外直接引进仍不失为一个有效途径。语言学是一门领先科学，因此本丛书的有些内容对其他专业的老师和学生、研究者，甚至业余学习者也有很高参考价值。例如，像有关语料库、认知语言学的著作除外语老师外，计算科学、统计学、认知科学、词典编辑等专业的研究人员和师生也有一读之必要。
北大版“西方语言学原版影印系列丛书”的问世是意料中的事。早在2002年1月北京大学出版社已出版过“西方语言学丛书”，从剑桥大学出版社引进了六卷本《英语语言史》，Robert D.van Valin和Randy J.Lapolla的《句法：结构、意义与功能》，Andres Radford的《*简方案：句法理论与英语结构》……共七种，在外语界独树一帜。经过两三年的摸索，经验更丰富了，视野更扩大了。这表现在选题方面语言学和应用语言学并重，这更符合研究生专业目录中有关“语言学和应用语言学”的基本要求。我们的学生既要有理论知识，也要有如何运用有关理论的知识，只有这样，才能将所学的专业知识更好地为**建设服务。
另一点值得我们考虑的是，全面掌握语言学和应用语言学的专业知识固然是保证教学质量的一个方面，我们还要让高等学校的学生经常站在本学科的前沿，接触本学科的*新成果，掌握本学科的*新动向。这也是保证教材质量，从而保证所培养学生质量的一个重要方面。因此，本丛书既引进有关学科在各时期的经典著作，更注意引进21世纪的新著。长江后浪推前浪，许多经典著作*初也是以新著的形式问世的，其作者的年龄往往属于新生代。因此，时代意识是本系列丛书的一大特征。
为了实现这一目标，本丛书采取灵活的出版发行方式，既可系统成套出版，也可成熟一本，出版一本。这样，只要国外有好的新著出版，北京大学出版社根据该书的质量和国内的需要，及时引进。这在信息爆炸的今天，尤为重要。我们还认为，这套丛书的建设与广大读者的监督和支持是分不开的。我们欢迎读者对本丛书不足之处提出宝贵意见，我们更欢迎读者和业内行家向我们**有引进价值的著作！

Preface
1 Introduction：On the Nature of the Literal.Metaphorical Distinction
2 Metaphor in Cognitive Linguistics
2.1 The cognitive linguistics revolution
2.2 Experientialism and conceptual organization
2.3 Reasons to take experientialism seriously
2.4 Cognitive semantics and the literal.metaphorical distinction
2.5 Some problems for the philosophy of experientialism
2.6 Adjectival polysemy in the experientialist framework
3 The‘Hot’Polysemy
3.1 Why neurophysiology matters to semantics
3.2 The capsaicin receptor
3.3 Are hot peppers'hot'for everyone?
3.4 The pain pathway
3.5 The standard assumption and the‘hot’polysemy
4 Across Sensory Modalities
4.1 Bright sounds and loud lights
4.2 Seeing sounds and tasting shapes
4.3 How different are synaesthetes and non.synaesthetes?
4.4 Cross.modal associations and synaesthetic metaphors
4.5 Synaesthetic adjectives and the standard assumption
4.6 The no.polysemy view of conceptual structure
4.7 How could have psychologically primitive concepts come abolJt?
5 Double.Function Terms
5.1 Apuzzle
5.2 Asch on double.function adjectives
5.3 Discussing Asch's research：cross.linguistic studv
5.4 Conceptual atomism
5.5 Discussing Asch's research：language acquisition study
6 Double.Function Terms Again
6.1 Adjectival polysemy in psycholinguistic research
6.2 Discussing Williams' results
6.3 The processing of alternative meanings by cerebral hemispheres：the beginnings
6.4 The processing of alternative meanings by cerebral hemispheres：later studies
7 Words and Concepts
8 Back to Cognitive Semantics
8.1 Sweetser's mind.as.body metaphor
8.2 Enter criticisms
9 Polysemy in Lexical Semantics
9.1 Semantics and conceptual structure：the beginnings
9.2 Polysemy and conceptual structure
9.3 The generative lexicon
9.4 The disquotational lexicon and the problem of polysen
10 The No.Polysemy View：What It Is and What It Is N
10.1 The one literal meaning assumption
10.2 The no.polysemy view
10.3 Words，meanings，concepts，and more
10.4 Metaphors forever
11 A Very Short Conclusion
Notes
References
Index
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