基于认知语义学的中国高中生英语运动事件编码研究

发布时间：2021-11-16 20:33

　　运动事件是认知语义学的重要研究内容之一。根据运动路径的不同词汇化模式,Talmy（2000）把世界上的语言划分成卫星框架（satellite-framed）语言和动词框架（verb-framed）语言两大类。Slobin（2004）等人则提出,汉语等连动式语言属于第三种语言类型——均等框架（equipollently-framed）语言;这一观点在阚哲华（2010）的实验研究中得到支持,并被进一步界定为“广义均等框架语言”。本研究以基于词汇化模式的语言类型“三分法”和“思维-言说假说”（thinking-for-speaking hypothesis）为理论基础,采用无字故事书《青蛙,你在哪里?》为实验材料,选取广东省韶关市某校高三某班学生为研究对象,考察其对运动事件中的运动方式和运动路径的英语编码方式,以此推断中国高中生英语学习者对运动事件的英语编码特点,以及汉语的类型学特征在其英语表达上是否有影响和有哪些影响。本文着重从运动动词类型、运动事件背景信息、物理场景描述和运动动词结构四个方面分析中国高中生英语学习者的运动事件编码特征,试图回答三个问题:（1）中国高中生英语学习者的英语运动... 

【文章来源】：喀什大学新疆维吾尔自治区

【文章页数】：98 页

【学位级别】：硕士

【文章目录】：
摘要
ABSTRACT
Chapter One Introduction
    1.1 The Background of the Research
    1.2 The Significance of the Research
        1.2.1 Theoretical Significance
        1.2.2 Practical Significance
    1.3 The Originality of the Research
    1.4 The Structure of the Thesis
Chapter Two Literature Review
    2.1 Motion Events
        2.1.1 Introduction
        2.1.2 Definition of Motion Verbs
    2.2 Review of Motion Event Coding Studies
        2.2.1 Lexicalization Patterns of Motion Events
        2.2.2 Research on English and Chinese Motion Event Coding
        2.2.3 L1 Acquisition of Motion Events
        2.2.4 L2 Acquisition of Motion Events
    2.3 Summary
Chapter Three Theoretical Framework
    3.1 Lexicalization-based Language Typology
        3.1.1 Talmy’s Binary Typology
        3.1.2 Slobin’s Trichotomy Typology
    3.2 Thinking-for-Speaking Hypothesis
    3.3 Summary
Chapter Four Research Design
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Questionnaire
        4.3.2 Research Materials
    4.4 Experiment
    4.5 Research Procedures
    4.6 Data Collection and Analysis
    4.7 Summary
Chapter Five Results and Discussion
    5.1 Results
        5.1.1 The Characteristics of English Motion Event Coding
            5.1.1.1 Use of Motion Verbs
            5.1.1.2 Use of Ground Information
            5.1.1.3 Description of Physical Setting
        5.1.2 The Typological Classification of CELHS’English
        5.1.3 The Influence of CELHS’Mother Tongue on English Learning
    5.2 Discussion
        5.2.1 Analysis of the Characteristics of CELHS’English
            5.2.1.1 Analysis of Motion Verb
            5.2.1.2 Analysis of Ground Information
            5.2.1.3 Analysis of Physical Setting
        5.2.2 Analysis of the Typological Classification of CELHS’English
        5.2.3 Analysis of the Influence of CELHS’Mother Tongue
    5.3 Summary
Chapter Six Conclusions
    6.1 Major Findings of the Study
    6.2 Implications
    6.3 Suggestions for Future Research
REFERENCES
APPENDIX Ⅰ Frog,Where Are You
APPENDIX Ⅱ Background Questionnaire
APPENDIX Ⅲ Reference of Motion Verbs
APPENDIX Ⅳ Examples of CELHS’Works
TABLES
FIGURES
ABBREVIATIONS
ACKNOWLEDGEMENTS
PUBLISHED PAPERS



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