汉语多义词的认知阐释及教学策略探讨
发布时间：2019-05-22 12:07
【摘要】： 多义词是汉语词汇中很重要的一部分,它的形成、发展及其义项之间的关系,历来是学者们热衷研究的对象。目前,汉语多义词的研究已经取得了较大的成果。认知语言学兴起之后,学者们发现认知理论能够从更深层次阐释人类的一些语言现象,于是众多学者纷纷将目光转向该领域,其中多义词的认知研究更是为学者们所热衷。认知理论能够从多义词的内部结构探讨它的生成机制,对多义词的产生和发展更具解释力。认知方面的研究给多义词研究学界开辟了一个全新视野。 “认知”能够在理论层面上较好地阐释汉语的诸多现象,但是人们对它的理论研究最终还是要回到实践中去,这样才能更好地体现认知理论的阐释力。我们认为认知理论对当前日益兴起的对外汉语教学实践具有很好的指导作用,本文主要从认知理论的隐喻、转喻理论和原型范畴理论几个角度对现代汉语多义词词义的形成、发展及其义项之间的关系作出解释。通过对汉语中介语语料库学生使用多义词的情况进行分析,以及对留学生汉语多义词学习和使用情况进行测试分析,验证认知理论对对外汉语教学中的多义词教学具有指导作用,提出一些汉语多义词教学的建议,希望能够引导学生更有效地学习、掌握现代汉语多义词的义项及其用法。
[Abstract]:Polysemy is a very important part of Chinese vocabulary. Its formation, development and the relationship between its semantic items have always been the object of study by scholars. At present, great achievements have been made in the study of Chinese polysemous words. After the rise of cognitive linguistics, scholars have found that cognitive theory can explain some linguistic phenomena of human beings from a deeper level, so many scholars have turned their attention to this field, among which the cognitive study of polysemous words is more enthusiastic by scholars. Cognitive theory can explore the formation mechanism of polysemous words from the internal structure of polysemous words, and has more explanatory power to the emergence and development of polysemous words. The study of cognition has opened up a new field of vision for the study of polysemy. "Cognition" can better explain many phenomena in Chinese at the theoretical level, but people still have to go back to practice in the theoretical study of it, so as to better reflect the explanatory power of cognitive theory. We think that cognitive theory plays a good role in guiding the rising practice of teaching Chinese as a foreign language. This paper mainly discusses the formation of the meaning of polysemous words in modern Chinese from the perspectives of metaphor, metonymy theory and prototype category theory. Explain the relationship between development and its meaning. Through the analysis of the use of polysemous words by Chinese interlanguage corpus students, as well as the test and analysis of the learning and use of Chinese polysemous words by foreign students, This paper verifies that cognitive theory plays a guiding role in the teaching of polysemous words as a foreign language, and puts forward some suggestions on the teaching of polysemous words in Chinese as a foreign language, hoping to guide students to learn more effectively and master the meaning and usage of modern Chinese polysemous words.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195
本文编号：2482925
[Abstract]:Polysemy is a very important part of Chinese vocabulary. Its formation, development and the relationship between its semantic items have always been the object of study by scholars. At present, great achievements have been made in the study of Chinese polysemous words. After the rise of cognitive linguistics, scholars have found that cognitive theory can explain some linguistic phenomena of human beings from a deeper level, so many scholars have turned their attention to this field, among which the cognitive study of polysemous words is more enthusiastic by scholars. Cognitive theory can explore the formation mechanism of polysemous words from the internal structure of polysemous words, and has more explanatory power to the emergence and development of polysemous words. The study of cognition has opened up a new field of vision for the study of polysemy. "Cognition" can better explain many phenomena in Chinese at the theoretical level, but people still have to go back to practice in the theoretical study of it, so as to better reflect the explanatory power of cognitive theory. We think that cognitive theory plays a good role in guiding the rising practice of teaching Chinese as a foreign language. This paper mainly discusses the formation of the meaning of polysemous words in modern Chinese from the perspectives of metaphor, metonymy theory and prototype category theory. Explain the relationship between development and its meaning. Through the analysis of the use of polysemous words by Chinese interlanguage corpus students, as well as the test and analysis of the learning and use of Chinese polysemous words by foreign students, This paper verifies that cognitive theory plays a guiding role in the teaching of polysemous words as a foreign language, and puts forward some suggestions on the teaching of polysemous words in Chinese as a foreign language, hoping to guide students to learn more effectively and master the meaning and usage of modern Chinese polysemous words.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195
【引证文献】
相关博士学位论文 前1条
1 李云彤;认知语言学视域下的汉语多义词研究[D];吉林大学;2013年
相关硕士学位论文 前5条
1 余庆平;自然语言理解中名词多义词辨析及在智能仪器中的应用[D];西安电子科技大学;2011年
2 王绍斌;澳大利亚初级汉语词汇教学现状分析及策略研究[D];山东大学;2011年
3 孙莹莹;现代汉语多义词“提”的多视角研究[D];辽宁大学;2012年
4 孙庆芳;基于认知语言学的“给”类介词对外汉语教学语法研究[D];山东师范大学;2013年
5 吕洁;对外汉语教学中的多义词教学研究[D];内蒙古师范大学;2013年
，本文编号：2482925
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