动作词的空间认知研究及其教学应用
发布时间：2018-12-12 12:37
【摘要】：动作词教学是对外汉语词汇教学的重要部分,动作词的误用也一直是学生常犯的问题。本文立足于认知语言学的基本观点,试图对这一问题进行解释,并提出一些解决问题的角度。 要解释或解决这个问题,必须先探索动作词背后的认知世界。本文认为,动作所涉及的认知世界,其核心是空间认知,其体验基础是力的感受。本文先对国内以往的空间认知研究进行总结,得出针对动作词进行空间认知研究的必要性和可行性。在研究动作中的空间认知时,本文从力感入手,重在探究动作概念与空间认知的连结方式。力感包括力向感、力量感和力位感,不同的力感反映不同的空间问题。力感组成了动作中的空间认知模型,这种认知模型也会映射到其他认知域,体现在语言中动作词对非动作动词的映射。 在充分描写了动作的认知世界之后,本文回到了动作词的教学问题,提出了力感分析这一词义分析法,指出其适用对象、适用环境和基本的操作原则。然后以具体某篇课文为例,将力感分析运用到教材释义和课堂释义的具体操作中。
[Abstract]:The teaching of action words is an important part of Chinese vocabulary teaching as a foreign language, and the misuse of action words has always been a problem frequently committed by students. Based on the basic point of view of cognitive linguistics, this paper attempts to explain this problem and puts forward some angles to solve the problem. To explain or solve this problem, we must first explore the cognitive world behind action words. This paper holds that the core of the cognitive world involved in action is spatial cognition, and its experience is based on the feeling of force. Firstly, this paper summarizes the previous researches on spatial cognition in China, and concludes the necessity and feasibility of spatial cognitive research on action words. In the study of spatial cognition in action, this paper, starting with the sense of force, focuses on exploring the connection between the concept of action and spatial cognition. The sense of force includes sense of direction, sense of force and sense of position. Different sense of force reflects different spatial problems. The sense of force constitutes the spatial cognitive model of action, which is also mapped to other cognitive domains, which is reflected in the mapping of action words to non-action verbs in language. After fully describing the cognitive world of action, this paper returns to the teaching of action words, puts forward the meaning analysis method of force sense analysis, and points out its applicable object, applicable environment and basic operating principles. Then take a text as an example, apply the force analysis to the teaching material interpretation and classroom interpretation of the specific operation.
【学位授予单位】：厦门大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195
本文编号：2374562
[Abstract]:The teaching of action words is an important part of Chinese vocabulary teaching as a foreign language, and the misuse of action words has always been a problem frequently committed by students. Based on the basic point of view of cognitive linguistics, this paper attempts to explain this problem and puts forward some angles to solve the problem. To explain or solve this problem, we must first explore the cognitive world behind action words. This paper holds that the core of the cognitive world involved in action is spatial cognition, and its experience is based on the feeling of force. Firstly, this paper summarizes the previous researches on spatial cognition in China, and concludes the necessity and feasibility of spatial cognitive research on action words. In the study of spatial cognition in action, this paper, starting with the sense of force, focuses on exploring the connection between the concept of action and spatial cognition. The sense of force includes sense of direction, sense of force and sense of position. Different sense of force reflects different spatial problems. The sense of force constitutes the spatial cognitive model of action, which is also mapped to other cognitive domains, which is reflected in the mapping of action words to non-action verbs in language. After fully describing the cognitive world of action, this paper returns to the teaching of action words, puts forward the meaning analysis method of force sense analysis, and points out its applicable object, applicable environment and basic operating principles. Then take a text as an example, apply the force analysis to the teaching material interpretation and classroom interpretation of the specific operation.
【学位授予单位】：厦门大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195
【参考文献】
相关期刊论文 前10条
1 王媛;;从“方向”的角度对现代汉语单音节动作动词分类[J];安阳工学院学报;2006年01期
2 沈家煊;R.W.Langacker的“认知语法”[J];国外语言学;1994年01期
3 程玲;;语言与认知空间研究的新进展——《空间的语法——认知多样性探索》述介[J];英语研究;2012年03期
4 董昭瀛;;谈谈句首的方位词和方位词组的语法功能[J];河北师大学报(哲学社会科学版);1979年03期
5 李宇明;空间在世界认知中的地位——语言与认知关系的考察[J];湖北大学学报(哲学社会科学版);1999年03期
6 高慧燃;方位词组和处所名词作状语的存现句和作主语的说明句[J];汉语学习;1981年03期
7 赵耀;;中介语理论框架中的“V+O”偏误分析[J];吉林省教育学院学报(学科版);2009年02期
8 马林,李洁红;空间参照框架:语言与认知研究的新理论[J];外语学刊;2005年04期
9 文旭,匡芳涛;语言空间系统的认知阐释[J];四川外语学院学报;2004年03期
10 齐沪扬;;空间位移中主观参照“来／去”的语用含义[J];世界汉语教学;1996年04期
，本文编号：2374562
本文链接：https://www.wllwen.com/wenyilunwen/hanyulw/2374562.html
