对英汉语教学中“玩”与“play”的文化语义认知分析

发布时间：2018-03-03 13:15

本文选题：玩　切入点：play　出处：《吉林大学》2012年硕士论文　论文类型：学位论文

【摘要】：词汇是语言意义的主要载体，研究词汇的文化语义，对语言教学与学习是至关重要的。词汇的概念意义是词汇最基本的意义，词典的编撰就是用概念意义对词汇进行注释，，所以概念意义是可以通过查字典获取的。但是文化语义具有隐含性的特征，文化语义往往是隐藏在概念意义背后的，仅从字面意义是很难理解其含义的，因此词汇的文化语义是外语学习者的一个难点。文化语义学可以通过研究一种语言所蕴含的文化内涵来发掘文化与语义的作用规律。然而传统的文化语义研究方法主要是基于结构主义语义学，这种传统方法有时对一些文化语义现象无法作出合理的解释。本文在对词汇文化语义进行研究时，把文化模式和认知模式结合起来，对传统研究方法无法解释的文化语义现象给出令人信服的合理的解释，因此本文的研究成果是文化模式和认知模式共同作用于词汇文化语义的结果。本文主要研究在对“英”汉语教学中“玩”与“play”的文化语义认知，通过对“玩”与“play”的文化语义中的隐喻认知研究，达到举一反三的目的，对其他词汇的文化语义学习起到借鉴和指导作用，并使更多的语言教育者和语言学习者，意识到词汇文化语义的重要性。本文正文主要分为三大部分。第一部分分析“玩”与“play”的本义，从它们的字典义项入手进行分析，通过条分缕析，明晰“玩”与“play”的本义，同时也明确了原型义项、语义范畴等概念。第二部分是本文研究的重点，主要是分析“玩”与“play”产生的文化语义隐喻认知。“玩”与“play”的文化隐喻认知有着部分共同取向，然而不同的民族文化差异使得这两个词汇的文化语义认知也必然是同中有异，本文不但找出了这些异同，而且针对产生这些异同的原因进行了探讨。第三部分是本文研究的目的所在，即为对“英”汉语教学服务。在研究“玩”与“play”的文化语义隐喻认知的基础上，总结了对“英”汉语教学的一些教学策略，这些策略不单单可以应用于“玩”与“play”的教学，它们同时也适用于所有具有文化语义的汉语词汇教学。最后在结论部分既指出了本文研究成果的创新之处，同时也总结了本文研究的局限性。
[Abstract]:Vocabulary is the main carrier of language meaning. It is very important for language teaching and learning to study the cultural semantics of vocabulary. The conceptual meaning of vocabulary is the most basic meaning of vocabulary, and the compilation of dictionaries is to annotate words with conceptual meaning. So the concept meaning can be obtained by looking up the dictionary. But the cultural meaning has the implicit characteristic, the cultural meaning is often hidden behind the concept meaning, it is very difficult to understand its meaning only from the literal meaning. Therefore, the cultural semantics of vocabulary is a difficulty for foreign language learners. Cultural semantics can explore the rules of culture and semantics by studying the cultural connotations contained in a language. However, the traditional research methods of cultural semantics are mainly based on structuralist semantics. This traditional method can not explain some cultural semantic phenomena reasonably. In this paper, we combine the cultural model with the cognitive model in the study of lexical cultural semantics. This paper gives a convincing and reasonable explanation of the cultural semantic phenomenon which can not be explained by the traditional research methods, so the research result of this paper is that the cultural model and the cognitive model act together on the lexical cultural semantics. This paper mainly studies the cultural semantic cognition of "play" and "play" in the teaching of "English" and "play". By studying the metaphorical cognition of "play" and "play", the purpose of this thesis is to draw a conclusion from one another. It can be used as a reference and guide to the cultural semantic learning of other words and make more language educators and language learners realize the importance of lexical cultural semantics. The main body of this paper is divided into three parts. The first part analyzes the original meaning of "play" and "play", starts with their dictionary meanings, and clarifies the original meaning of "play" and "play" through continuous analysis, and at the same time clarifies the prototype meaning. The second part is to analyze the cultural semantic metaphor cognition of "play" and "play". The cultural metaphorical cognition of "play" and "play" has some common orientation. However, the cultural and semantic cognition of these two words is bound to be different due to the difference of national culture. This paper not only finds out these similarities and differences, The third part is the purpose of this study, which is to serve the teaching of "English" and Chinese. On the basis of studying the cultural semantic metaphor cognition of "play" and "play", the third part discusses the reasons for these similarities and differences. This paper summarizes some teaching strategies for English and Chinese teaching, which can not only be applied to the teaching of "play" and "play". At the same time, they can be applied to all Chinese vocabulary teaching with cultural semantics. Finally, in the conclusion part, the author points out the innovation of the research results and summarizes the limitations of this study.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

【参考文献】