基于语料库的趋向动词“来”、“去”的语义认知与对外汉语教学研究

发布时间：2019-02-18 07:47

【摘要】：本文通过LCMC语料库检索出“上来/去、下来/去、进来/去、出来/去、回来/去、过来/去、起来”这13个复合趋向动词的使用情况,并对其进行语义、形式上的分析,进而用认知语言学中“意象图示理论”、“突显理论”、“认知参照点理论”和“空间隐喻理论”分析这13个复合趋向动词的本义和引申义。结果发现它们的认知基础以及语义引申的认知脉络基本一致,他们的基本义—趋向义是一种位移式意象图式,引申义通过始源地(S)、终点(T)以及路径(P)的突显得到。在空间词义引申的过程中,空间意义通过概念隐喻,由空间域进入时间域、状态域和心理空间域。我们将此认知视角引入对外汉语趋向动词“动词+复合趋向补语(本义)”和“动词+复合趋向补语(引申义)”的教学,通过调查问卷的形式很好地验证了这一方法的实用性。
[Abstract]:In this paper, LCMC corpus is used to retrieve the 13 compound directional verbs "come / go, come down / go, come in / go, come out / go, come back / go, come up", and analyze them semantically and formally. Then we analyze the original meaning and semantic meaning of the 13 compound directional verbs by using the theory of image representation, the theory of salience, the theory of cognitive reference point and the theory of spatial metaphor in cognitive linguistics. The results show that their cognitive basis and semantic extension of cognitive context are basically the same, their basic meaning-directional meaning is a displacement image schema, cited through the origin of the (S), End point (T) and path (P) highlight get. In the process of extending the meaning of spatial words, spatial meaning passes through conceptual metaphor, from spatial domain to time domain, state domain and mental space domain. We introduce this cognitive perspective into the teaching of "verb compound directional complement" and "verb compound directional complement" in TCFL. The practicability of this method is well verified by the form of questionnaire.
【学位授予单位】：浙江大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：H195

【引证文献】