基于认知语言学理论的汉英差比句对比研究
发布时间：2018-08-01 16:34
【摘要】：比较句式是人类自然语言的共有现象,也是人们的认知方式在语言中的体现,差比句作为“比较句”的一种,曾被认为是判定语言类型的重要标准之一。汉英两种语言的比较句式都是在各自的语言认知机制下产生的。因此,从认知的角度出发,对两种语言中“差比句”的异同进行分析,可以使我们对这两种语言的特点和认知规律有更深刻的理解,进而为对外汉语教学提供更多可借鉴的信息。 本文在认知语言学理论的基础上,结合前人的研究成果,通过多角度来探讨造成汉英差比句异同的背后原因。文章一共分为六个章节,其中第二章到第四章是本文的主体和重点部分。 第一章为绪论,从研究的缘起,意义以及研究范围,前人研究成果及本文运用到的认知理论等方面做总体阐述； 第二章是在前人研究的基础上,先利用“有界与无界”的理论讨论汉英比较结构的认知功能,提出汉英的比较句式都能把性质形容词从“无界”转为“有界”然后利用原型范畴理论为汉英比较句的各种形式建立对应关系,指出“比”字结构与"than"结构都是“胜过”这个下位范畴里的典型句式。同时也简要讨论了汉英比较句里的“越界”问题。 第三章是立足语义的角度,分析了差比关系的语义要素,提出汉语比较句的认知模式是从“图形-背景(焦点)”,而英语反之。同时对汉英差比句语义的不对称情况进行对比分析,并讨论了汉英差比中的隐喻,转喻现象。 第四章从汉英差比句的句法分析出发,利用认知语法中的凸显理论对其生成机制进行对比分析,指出汉英差比句语序的差异是由其生成过程中凸显方式的差异造成的。 第五章根据认知的相关理论,对差比句的教学顺序提出一些意见,对学生差比句习得中产生的一些偏误用认知进行解释,希望能为教学实践提供相应的启示。 第六章也是本文的结论,将对本文作近一步总结和归纳,希望为对外汉语教学实践或者对外汉语研究起到抛砖引玉的作用。
[Abstract]:Comparative sentence is a common phenomenon of human natural language, and it is also the embodiment of people's cognitive style in language. As a kind of "comparative sentence", difference sentence has been regarded as one of the important criteria for judging the type of language. The comparative sentence patterns between Chinese and English are produced under their own cognitive mechanisms. Therefore, from the cognitive point of view, by analyzing the similarities and differences between the two languages, we can have a deeper understanding of the characteristics and cognitive laws of the two languages. And then provide more information for teaching Chinese as a foreign language. Based on the theory of cognitive linguistics and combined with the previous research results, this paper discusses the reasons behind the similarities and differences between Chinese and English. The article is divided into six chapters, the second chapter to the fourth chapter is the main body and key part of this paper. The first chapter is the introduction, from the origin, significance and scope of the study, the previous research results and cognitive theory applied in this paper to do a general exposition; the second chapter is based on the previous studies, Firstly, the cognitive function of Chinese-English comparative structure is discussed by using the theory of "bounded and unbounded". It is proposed that the comparative sentences in both Chinese and English can change the qualitative adjectives from "unbounded" to "bounded" and then use the prototype category theory to establish the corresponding relations between Chinese and English comparative sentences in various forms. It is pointed out that the word "bi" structure and the "than" structure are typical sentence patterns in the inferior category of "victory". At the same time, it briefly discusses the problem of "crossing boundaries" in Chinese and English comparative sentences. The third chapter is based on the semantic point of view, analyzes the semantic elements of the difference ratio relationship, and points out that the cognitive model of Chinese comparative sentences is from "figure-background (focus)", while English is vice versa. At the same time, this paper makes a contrastive analysis of the semantic asymmetry of Chinese and English difference comparison sentences, and discusses the metaphor and metonymy phenomena in the Chinese to English difference ratio. In the fourth chapter, from the syntactic analysis of Chinese-English contrast sentences, we use the salience theory in cognitive grammar to make a contrastive analysis of its generating mechanism, and point out that the difference in word order between Chinese and English contrast sentences is caused by the differences in the prominent ways in the process of their generation. The fifth chapter, according to the theory of cognition, puts forward some opinions on the teaching order of the contrast sentences, and explains some errors in the acquisition of the students' contrast sentences, in the hope of providing corresponding enlightenment for the teaching practice. The sixth chapter is also the conclusion of this paper, I will make a further summary and induction of this paper, hoping to play a role in teaching Chinese as a foreign language or the study of Chinese as a foreign language.
【学位授予单位】：云南大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H146;H314
本文编号：2158173
[Abstract]:Comparative sentence is a common phenomenon of human natural language, and it is also the embodiment of people's cognitive style in language. As a kind of "comparative sentence", difference sentence has been regarded as one of the important criteria for judging the type of language. The comparative sentence patterns between Chinese and English are produced under their own cognitive mechanisms. Therefore, from the cognitive point of view, by analyzing the similarities and differences between the two languages, we can have a deeper understanding of the characteristics and cognitive laws of the two languages. And then provide more information for teaching Chinese as a foreign language. Based on the theory of cognitive linguistics and combined with the previous research results, this paper discusses the reasons behind the similarities and differences between Chinese and English. The article is divided into six chapters, the second chapter to the fourth chapter is the main body and key part of this paper. The first chapter is the introduction, from the origin, significance and scope of the study, the previous research results and cognitive theory applied in this paper to do a general exposition; the second chapter is based on the previous studies, Firstly, the cognitive function of Chinese-English comparative structure is discussed by using the theory of "bounded and unbounded". It is proposed that the comparative sentences in both Chinese and English can change the qualitative adjectives from "unbounded" to "bounded" and then use the prototype category theory to establish the corresponding relations between Chinese and English comparative sentences in various forms. It is pointed out that the word "bi" structure and the "than" structure are typical sentence patterns in the inferior category of "victory". At the same time, it briefly discusses the problem of "crossing boundaries" in Chinese and English comparative sentences. The third chapter is based on the semantic point of view, analyzes the semantic elements of the difference ratio relationship, and points out that the cognitive model of Chinese comparative sentences is from "figure-background (focus)", while English is vice versa. At the same time, this paper makes a contrastive analysis of the semantic asymmetry of Chinese and English difference comparison sentences, and discusses the metaphor and metonymy phenomena in the Chinese to English difference ratio. In the fourth chapter, from the syntactic analysis of Chinese-English contrast sentences, we use the salience theory in cognitive grammar to make a contrastive analysis of its generating mechanism, and point out that the difference in word order between Chinese and English contrast sentences is caused by the differences in the prominent ways in the process of their generation. The fifth chapter, according to the theory of cognition, puts forward some opinions on the teaching order of the contrast sentences, and explains some errors in the acquisition of the students' contrast sentences, in the hope of providing corresponding enlightenment for the teaching practice. The sixth chapter is also the conclusion of this paper, I will make a further summary and induction of this paper, hoping to play a role in teaching Chinese as a foreign language or the study of Chinese as a foreign language.
【学位授予单位】：云南大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H146;H314
【引证文献】
相关硕士学位论文 前1条
1 李捷;面向对外汉语教学的“X比YW”句式研究[D];沈阳师范大学;2013年
，本文编号：2158173
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