英汉空间介词习得的认知对比研究

发布时间：2018-05-03 14:03

本文选题：认知模式 + 范畴化　；参考：《太原理工大学》2012年硕士论文

【摘要】：对于每一个语言学习者来说,介词的学习一直都是个难点和重点。对中国学生而言,更是如此。而母语为英语的留学生对中国复杂多变的介词,同样感觉困难。他们在介词学习过程中会犯各种各样的问题。出现这样的问题,不仅仅是语言的问题,Patricia, Boquist (2009)说过,空间范畴是语言,文化,文化体制等因素共同作用的结果。许多学者也做过英汉介词的对比研究,只是单从语言方面进行对比的,例如英汉介词的用法,介词在句中的位置以及他们的分类,特征等。而从认知角度进行介词习得研究的文章,只是但从某一种语言来研究,但是进行两种语言的对比确实很少的。二语介词的学习是跟多种因素相关的,不仅仅是语言本身。Becker和Carroll在谈到介词学习时提出下面观点：“介词习得的过程,不仅仅是词形和词义的理解和记忆,而且是一个将母语与目标语的空间认知系统相对比的一个过程。在这一过程中,我们将重组我们的认知系统,并且建立一个新的空间范畴系统,与目标语的认知思维尽可能保持一致(BeckerCarroll,1997)"。所以本文以范畴化理论为基础,从认知角度进行英汉介词习得的对比研究。在空间范畴化的基础上从认知角度,从人们理解,使用和分类的基础上研究英汉空间介词的认知差异,目的是发现除语言外的英汉介词习得过程中的影响因素,从而促进学生对英汉介词的学习与语言类教师对英汉介词的教学。本文采用的是定性研究方法,在认知范畴化的基础上,通过对相关英汉介词的空间语义的对比研究以及两套试卷的测试及后续的回忆性访谈来发现英汉介词习得过程中的认知差异,以及导致这些差异的原因。本文的受试者60名来自于山西省长治市长子一中332班的全体同学以及天津大学国际教育学院的母语为英语的15名留学生。通过数据分析与讨论得出影响英汉介词的语言类因素和认知类因素。语言类因素有1)英汉介词的来源不同；2)英汉介词在句中的位置不同；3)英汉介词使用的灵活度不同；认知类因素1)英语介词与相对应的汉语介词空间语义范畴不同；2)英语介词之间,汉语介词之间的空间范畴区别度不同；3)建筑物空间布局不同导致的认知方式不同；4)参照物选择的小同导致的认知差异。论文的不足之处在于：受试者的选择有限,不能代表整体的水平,回顾性访谈的控制上缺陷等。因此在这方面的研究仍有待改进和完善,根据Judith等人,(Judith, McLaughlinDarren, Tanner2010)的观点,二语的学习和对语言的加工过程都有人体的各种神经的参与,所以如果可以研究受试者的左右脑在学习英汉介词时的状态,是比较精确的,也可为学习者和教师者提供更精确的参考。
[Abstract]:For every language learner, preposition learning has always been a difficult and important point. This is especially true for Chinese students. English-speaking students also find it difficult to find complex prepositions in China. They will make a variety of problems in the process of learning prepositions. The emergence of such a problem, not only the language problem Patricia, Boquist / 2009) said that the spatial category is the result of language, culture, cultural system and other factors. Many scholars have also done contrastive studies on prepositions in English and Chinese, only in terms of language, such as the usage of prepositions in English and Chinese, the position of prepositions in sentences, their classification and characteristics, etc. However, the study of preposition acquisition from a cognitive point of view is only studied from a certain language, but the contrast between the two languages is indeed rare. The learning of L2 prepositions is related to many factors, not only the language itself. Becker and Carroll put forward the following point of view when talking about preposition learning: "the process of preposition acquisition is not just the understanding and memory of word form and meaning. Moreover, it is a process of comparing the spatial cognitive system of native language and target language. In this process, we will reorganize our cognitive system and establish a new spatial category system that is as consistent as possible with the target cognitive thinking, Becker Carroll1997). On the basis of categorization theory, this paper makes a contrastive study of preposition acquisition in English and Chinese from the perspective of cognition. On the basis of spatial categorization, this paper studies the cognitive differences between English and Chinese spatial prepositions from the perspective of cognition, understanding, using and classifying them. The purpose of this study is to find out the influential factors in the acquisition of English and Chinese prepositions in addition to language. So as to promote students' learning of English and Chinese prepositions and the teaching of English and Chinese prepositions by language teachers. This paper adopts the qualitative research method, on the basis of cognitive categorization, Through the contrastive study of the spatial semantics of English and Chinese prepositions, the tests of two sets of test papers and subsequent reminiscent interviews, the cognitive differences in the acquisition of English and Chinese prepositions and the causes of these differences are found. The subjects were 60 students from the class 332 of the eldest son of Changzhi City, Shanxi Province, and 15 students whose mother tongue was English from the School of International Education of Tianjin University. Through data analysis and discussion, the linguistic and cognitive factors affecting English and Chinese prepositions are obtained. (1) the origin of English and Chinese prepositions is different (2) the position of English and Chinese prepositions in sentences is different (3) the flexibility of English and Chinese prepositions is different; Cognitive factors 1) English prepositions are different from corresponding Chinese prepositions in spatial semantic categories (2) English prepositions; The difference of spatial category between Chinese prepositions (3) the different cognitive styles caused by different spatial layout of buildings (4) the cognitive differences caused by the same choice of reference materials. The disadvantages of this paper are that the choice of subjects is limited, which can not represent the overall level, and the control defects of retrospective interviews. According to Judith et al., McLaughlin Darren, Tanner 2010, second language learning and language processing have all kinds of neural involvement in human body. Therefore, it is more accurate to study the state of the subjects' left and right brain in learning English and Chinese prepositions, and can also provide more accurate reference for learners and teachers.
【学位授予单位】：太原理工大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H042

【参考文献】