原型结构下的一词多义分析

发布时间：2018-06-12 13:02

本文选题：一词多义 + 原型结构　；参考：《东北财经大学》2012年硕士论文

【摘要】：一词多义可定义为一个语义单位包含两个或者两个以上相关的意思。一词多义的主要特点是可以在原有意思的基础上扩展出新的意思来表达新生事物的概念,其主要功能可以不改变单词的外在形式,而形成新的意义表达。随着社会的发展,大量的思想和事物日新月异,如果创造相应的新词来应对这种挑战,无疑会对人们的记忆力造成很大的负担。正是为了解决这一问题,一词多义发挥了重大的作用,通过一个词汇赋予多种意思解决这个难题。在认知的世界里,一词多义满足了社会发展的需要,认知语言学家们也从认知这个全新的角度阐释了一词多义。作为一种重要的语言现象,不同学派的语言学家也对其给予关注。这些语言学家大多从不同角度对一词多义表层变化进行了解释,但是他们没有掌握一词多义形成的主要原因。而随着认知语言学的发展,认知语言学家提出从更加信服和系统化的角度阐释一词多义。对与一词多义密切相关的成因问题,做出了令人满意的解释。这些问题包括,一词多义词所包含的多种意义之间的关系是什么?这些意思是怎样通过认知工具联系到一起的? 认知语言学产生于上个世纪七十年代,由于不满足于语言学的形式,认知语言学独立成为了语言学的一个新兴的现代学派。认知语言学家把一词多义词看作在认知工具的作用下一个核心意思或者基本意思扩展出其他意思。在本篇论文中,关于一词多义认知观点以及一词多义词的内部结构都建立在范畴化的原型理论和理想认知模式的基础之上。原型结构理论以及家族相似性都是解释一词多义的主要认知方式。在此基础上,意象模式,转喻,隐喻同时也对一词多义的词义联系过程起了重要作用。本文一共分为五个章节。第一章作为引言简单介绍了一词多义的研究背景,研究目的,研究意义以及文章的整体结构。第二章文献综述探析了前人对一词多义的研究及局限性。本文较系统解释了形式语言学,以及其理论观点不能区分多义词与同形同音异义词。他们把一词想象归结为语言的复杂想象,实际应用中尽量避免使用。第三章为文章的理论框架,详细阐释了认知语言学,包括范畴化的原型结构以及理想的认知模式。范畴化可以定义在人们认识事物过程中的分类过程,因为这个世界是由不同的元素,形状和颜色构成的,范畴化对其进行了系统的分类。理想认知模式包括命题模式,意象模式,隐喻模式和转喻模式。第四章是本文的重点部分,在范畴化原型结构理论的基础上对一词多义进行了例证分析,展现了原型结构的特点。同时,意象模式,隐喻和转喻,作为一词多义的认知理据,也对其进行了详细的分析。意象模式在意义的构成及形成推论的过程中起到了关键作用。隐喻是一种思维方式,也就是将人们熟悉的事物映射到抽象的认知领域中,这样隐喻作为有力的认知工具解释抽象的概念。一词多义的意义扩展过程中,隐喻提供了理据。与隐喻相似,转喻也是意义扩展过程中最基本的认知工具之一。第五章是结论部分,对文章的全部内容进行了概括和总结,指出本研究对语言学习的启示,本文的局限,以及对后继研究的期望。总而言之,从认知视角对一词多义的分析对于英语教学与词汇教学产生了重大的影响。并且,隐喻和转喻,作为重要的认知工具,赋予许多新生事物概念。隐喻与转喻,在一词多义的意义扩展方面的关键作用不容忽视,因此,对于学习者来说要对认知工具给予重视。同时,随着社会的发展,一词多义的使用减轻了人们对于吸收新词汇的记忆负担。
[Abstract]:Polysemy can be defined as a semantic unit containing two or more than two meanings. The main feature of a word polysemy is that it can expand the new meaning on the basis of the original meaning to express the concept of new things. Its main function can not change the external form of the word, and form a new meaning expression. With the society In order to solve this problem, the word polysemy has played a major role in solving the problem. In order to solve this problem, the word polysemy gives many meanings to solve the problem. In the cognitive world, the word is more than one word. It meets the needs of social development, and cognitive linguists also explain polysemy from a new perspective. As an important linguistic phenomenon, linguists of different schools of linguistics pay attention to it. Most of these linguists explain the changes in the polysemous layer of a word from different angles, but they do not master it. The main reason for the formation of polysemy is that with the development of cognitive linguistics, cognitive linguists have proposed to explain polysemy from a more convincing and systematized perspective. A satisfactory explanation is made to the cause of the polysemy which is closely related to the word polysemy. These questions include the relationship between the multiple meanings of the word polysemy. What are these? How do these meanings relate to each other through cognitive tools?
Cognitive linguistics came into being in the 70s of last century. Because it was not satisfied with the form of linguistics, cognitive linguistics became a new modern school of linguistics. Cognitive linguists regard a word polysemy as a core meaning or basic meaning of a cognitive tool to expand other meanings. The idea of polysemy and the internal structure of a word polysemy are based on the prototype theory of categorization and the ideal cognitive pattern. The archetypal structure theory and the family similarity are the main cognitive ways to explain polysemy. On this basis, the image pattern, metonymy and metaphor are also polysemous to a word. The relationship between word meaning plays an important role.
This article is divided into five chapters.
The first chapter briefly introduces the research background, purpose, significance and overall structure of the polysemy as an introduction.
In the second chapter, the literature review analyses the predecessors' research and limitations on polysemy. This paper explains formal linguistics and its theoretical views cannot distinguish between polysemy and homonym. They attribute the imagination of a word to the complex imagination of language, and avoid the use of it in practical applications.
The third chapter, the theoretical framework of the article, explains in detail the cognitive linguistics, including the categorization of the prototype structure and the ideal cognitive model. Categorization can be defined in the process of understanding things, because the world is made up of different elements, shapes and colors, and categorization is a systematic classification. The cognitive models include propositional mode, image mode, metaphor mode and metonymy mode.
The fourth chapter is the key part of this article. On the basis of the theory of the categorical prototype structure, the paper analyses the polysemy of a word, and shows the characteristics of the prototype structure. At the same time, the image pattern, metaphor and metonymy, as a cognitive basis for polysemy, are also analyzed in detail. Metaphorical is a way of thinking. It is a way of thinking, that is, to map things familiar to people into an abstract cognitive field, so metaphor serves as a powerful cognitive tool to explain abstract concepts. In the process of meaning expansion of a word, metaphor provides the basis for metaphor, and metonymy is the most fundamental in the process of expansion of meaning. One of the cognitive tools of this.
The fifth chapter is the concluding part, summarizing and summarizing all the contents of the article, pointing out the implications of this study on language learning, the limitations of this article, and the expectation of subsequent research.
In a word, the analysis of Polysemy from the cognitive perspective has a significant impact on English teaching and vocabulary teaching. And metaphor and metonymy, as an important cognitive tool, endow a lot of new concepts. Metaphor and metonymy can not be ignored in the expansion of meaning of polysemy. Therefore, for learners, It is important to pay attention to cognitive tools. At the same time, with the development of society, the use of polysemy has reduced people's memory burden of absorbing new words.
【学位授予单位】：东北财经大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H032

【参考文献】