汉语二语学习者篇章阅读中的名词隐喻认知研究

发布时间：2018-01-03 02:00

本文关键词：汉语二语学习者篇章阅读中的名词隐喻认知研究　出处：《浙江大学》2014年硕士论文　论文类型：学位论文

【摘要】：隐喻不仅是一种语言现象,更是一种思维方式,它在人们的日常生活和文学创作中都发挥着重要的作用。因此,很多学者都非常重视对隐喻的研究。以往对隐喻的研究主要集中在词汇和句子层面,但是人们在理解隐喻的时候却离不开语境的参与。基于Lakoff和Johnson的概念隐喻理论和Anderson的语言理解三阶段模式,笔者设计了相关的调查问卷来收集语料,并借助SPSS软件中的相关数据分析工具来探讨在认知语境中影响二语学习者汉语隐喻名词解读的原因。本论文中,笔者试图回答以下四个问题：1)汉语二语学习者隐喻认知困难表现在哪些方面？2)这些困难是如何产生的？3)哪些因素会对汉语二语学习者的隐喻认知产生影响？4)为了培养和提升学习者的隐喻认知能力,我们可以从哪些方面入手？通过调查研究,笔者发现,在个体特征中：1)性别和年龄(成人)与其隐喻认知能力之间无统计学意义的显著性；2)学习者的汉语学习年限和HSK等级与其隐喻认知能力成正比。社会和语言环境的影响：1)属于汉字文化圈被试的隐喻能力要优于非汉字文化圈的被试,且个人的思维方式和价值取向也会对隐喻的理解也有一定的影响；2)被试的语言水平受语言环境的影响,即在中国学习汉语的留学生的隐喻认知能力要优于国外的汉语二语学习者。笔者还发现,汉语二语学习者隐喻认知困难表现在三个阶段上：构造阶段(对词语的辨析不够精准,自我控制能力不强)、转化阶段(对生词、词义以及汉语语法规则的掌握不够牢靠,理解过程中任务分配不均)、执行阶段(语言能力的不足,认知图式输入的欠缺,被试整体认知和驾驭推理能力的欠缺)。笔者认为学习者需要从词汇隐喻的剖析力度,个人的隐喻意识,隐喻话语及命题逻辑分析这三个方面入手来克服以上困难,并在此基础上,笔者试图提出一些相关且实用的学习和教学建议。
[Abstract]:Metaphor is not only a linguistic phenomenon, but also a way of thinking, it is in people's daily life and literary creation have played an important role. Therefore, many scholars have paid great attention to the study of metaphor. Previous studies of metaphor mainly focused on vocabulary and sentence level, but when people understand metaphor but cannot do without the context.
Lakoff and Johnson's conceptual metaphor theory and Anderson language model based on the three stage, the author design the questionnaire to collect data, and through the relevant data analysis in SPSS software to explore in the cognitive context influences two language learners of Chinese metaphor noun interpretation. In this thesis, the author tries to answer the following four questions: 1) two Chinese language learners' metaphorical cognitive difficulties in what aspects? 2) the difficulty is how to produce? 3) what factors will affect the cognitive learning of Chinese language in two? 4) in order to cultivate and improve the learner's cognitive competence, we can start from what?
Through the investigation, the author found that the individual characteristics: 1) gender and age (adult) was not statistically significant between its metaphorical cognitive ability; 2) learners of Chinese learning age and HSK level and metaphorical cognitive ability is directly proportional. The impact of social and language environment: 1) belongs to the cultural metaphor ability Chinese characters the circle is trying to be better than the non Chinese characters cultural circle of the subjects, ways of thinking and value orientation and the individual will be the understanding of metaphor has certain effect; 2) were affected by the language level of the language environment, cognitive competence is learning students of Chinese language in the Chinese language is superior to China two foreign learners. The author also found that two of Chinese language learners' metaphorical cognitive difficulties in three stages: tectonic stage (analysis of words are not accurate, self control ability), stage of transformation (the words, meaning to And Chinese grammar rules is not enough to grasp firmly, in the process of understanding of the uneven distribution of task execution stage (shortage), lack of ability, language input, cognitive schema is overall cognitive reasoning ability and control). The author thinks that learners need from lexical metaphor analysis efforts, metaphorical awareness of personal, metaphor propositional logic and analysis of these three aspects to overcome the above difficulties, and on this basis, the author tries to put forward some relevant and practical learning and teaching suggestions.

【学位授予单位】：浙江大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195

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