维族中学生英汉色彩语码不同认知研究

发布时间：2018-07-05 16:21

本文选题：色彩语码 + 整合模式　；参考：《延安大学》2013年硕士论文

【摘要】：颜色词是语言系统的重要组成部分,一直是语言学家研究的重点.国内外很多语言学家和学者都从不同方面对颜色词进行过研究,成果颇丰.但其中涉及我国少数民族语言颜色词的研究成果很少,对少数民族语言与其他语言颜色词作认知对比分析的就更少.本文以维吾尔族中学生对英汉维色彩语码认知为研究对象,结合认知语言学和色彩整合模式对维吾尔族中学生的英汉维色彩语码进行研究,是综合运用所学知识进行实际研究的一次尝试. 认知语言学中,范畴化的原型理论也是源于对颜色词的研究.本论文试将原型范畴理论与Berlin＆Kay提出的基本色彩词理论结合在杨永林教授的色彩整合模式下去分析英汉维色彩语码,将认知模式与社会文化因素结合起来,避免了以往研究的片面性.基于整合模式分析英汉维色彩语码,发现维族中学生在不同语言中对基本色彩词的认知基本相同,对其他色彩词认知有所不同,再次证明了不同民族对基本色彩词认知的共性及非基本色彩词认知的差异. 本研究收集了乌鲁木齐第58中学（区内初中班中学）112名初三年级同学对实验文本的翻译.统计和分析材料发现,维族中学生对英汉维基本色彩语码的认知相同（黑,白,红,黄,蓝）,对非基本色彩语码的认知上有所不同,并通过对比学生实验文本的翻译及跟踪访问,本文获得一些初步的认识：一方面,由于世界语言文化具有共同的基本内核,英语,汉语和维吾尔语在基本色彩词方面具有一定的相似性,如红色都象征积极和活力,白色都具有纯洁的象征意义；另一方面,由于不同语言植根于不同的文化土壤中,维族中学生在对一些非基本色彩词的认知上流露了不同的文化积淀. 为帮助维族中学生在学习英语过程中缩小东西两种文化认知差异的障碍,避免英汉色彩语码认知上的错误,教师应重视并培养维族中学生跨文化理解学习能力,广泛阅读英语材料,注意语言文化差异,努力克服母语环境的影响.有关教育部门应为教师提供更多的培训交流机会,以提高教师专业知识水平和教学水平,这对外语教学和英汉维翻译方面有很大的促进作用.
[Abstract]:Color word is an important part of language system and has been the focus of linguists. Many linguists and scholars at home and abroad have studied color words from different aspects. However, there are few researches on color words in minority languages in China, even less on the cognitive analysis of color words in minority languages and other languages. This paper takes Uygur middle school students' cognition of English and Chinese Uygur Uygur color codes as the research object, combines cognitive linguistics and color integration model to study Uygur middle school students' English and Chinese Uygur color codes. Is a comprehensive use of knowledge for practical research attempt. In cognitive linguistics, the prototype theory of categorization is also derived from the study of color words. This thesis attempts to combine the prototype category theory with the basic color word theory proposed by Berlin-Kay to analyze English and Chinese Uygur coloring codes under Professor Yang Yonglin's color integration model, combining cognitive mode with social and cultural factors. It avoids the one-sidedness of previous research. It is found that Uyghur middle school students have the same cognition of basic color words in different languages and different cognition of other color words based on the analysis of English and Chinese Uygur color codes. It also proves the differences of cognition of basic color words and non-basic color words among different nationalities. The present study collected 112 junior high school students from No. 58 Middle School in Urumqi. Statistics and analysis show that Uygur middle school students have the same cognition of Uygur basic color codes (black, white, red, yellow and blue) and different cognition of non-basic color codes. By comparing the translation and tracking of the experimental texts of the students, this paper obtains some preliminary understandings: on the one hand, because of the common core of the world language and culture, English, Chinese and Uygur have certain similarities in terms of basic color words, such as red symbolizes positive and vitality, white symbolizes purity; on the other hand, because different languages are rooted in different cultural soil, Uyghur middle school students reveal different cultural accumulation on the cognition of some non-basic color words. In order to help Uygur middle school students to narrow the barriers of the differences between the two cultures in the process of learning English, and to avoid the mistakes in the cognition of English and Chinese color codes, teachers should pay attention to and cultivate the ability of Uyghur middle school students to understand and learn across cultures. Read English materials extensively, pay attention to language and culture differences, and try to overcome the influence of native language environment. The relevant education departments should provide more opportunities for teachers to train and exchange, so as to improve teachers' professional knowledge and teaching level, which can greatly promote foreign language teaching and English-Chinese Uygur translation.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G633.41;H0-06

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