基于概念转喻的英汉身体部位习语对比研究

发布时间：2018-03-05 11:37

本文选题：身体部位习语　切入点：概念转喻　出处：《西南交通大学》2017年硕士论文　论文类型：学位论文

【摘要】：习语在语言中无处不在,是一种语言形式,以前一直从传统方法和组合方法来进行研究。现在认知语言学家从概念层面理解转喻,超出了语言本身的范畴。根据Lakoff和Johnsen(2003)提出的设想,比喻和转喻不仅仅是一种修辞手段,也是一种由"理想化认知模型"诠释的概念机制。这个设想为分析习语中的比喻和转喻提供了全新的方法。本论文采用了认识语言学的视角,分析九大高频身体部位习语所涉及的转喻。研究采用的方法论建立在Radden和Kovecses(1990)的概念转喻定义和其在Lakoff的理想化认知模型框架下所建立的转喻机制系统分类。第一步是抽出九大身体部分涉及的习语(英语习语共422条,中文习语共377条),主要来源是权威词典,包括牛津习语词典,汉英英汉习语大全和汉英成语词典。然后由两组英语和中文本族语者对所涉及转喻的习语进行再次检测,找出涉及转喻的习语英语共154条,中文共153条。随后每条习语都会基于概念转喻的习语理据进行逐条研究,进行中英文习语对比。最后,从认知和交际原则角度,分析反映在中英文习语理据的相似点和差异点。根据Langacker(1993)的理论,认知和交际原则控制载体和目标语的选用。通过运用认知和交际原则分析中英文习语理据的相似点和差异点,得到如下发现:1)涉及转喻的身体部位习语在中英文习语中占了很大的比重,大约分别占44.3%和45.5%,证明概念转喻在语言中是普通的现象,有研究的价值;2)关于身体部位习语,部分代替整体,容器代替内容,工具代替活动的转喻机制在中英文习语中都存在,但研究概念意义得出以下结论:理据的来源并非是单一,结合约定俗成的知识、转喻机制和语言环境可以作为一种方式理解习语含义;3)认知原则和交际原则大体适用于转喻的身体部位习语,但在认知原则框架下的子分类在解释转喻概念时发挥了较大作用。而在交际原则中,明晰性原则对转喻理据中存在的矛盾提供了解释,相关性原则建议在解释习语时应当考虑文化。本论文在理论和实用上都有潜在含义。对比研究提供一些发现,强化概念转喻的理论,证实其可靠性。就实用性而言,该研究提议在二语教学中,"转喻能力"与语法和交际能力一样重要,应当在二语教学中受到重视。
[Abstract]:Idioms are ubiquitous in language. They are a form of language that has been studied in terms of traditional and combinatorial methods. Now cognitive linguists understand metonymy at the conceptual level. Beyond the language itself. According to Lakoff and Johnsenn 2003, metaphor and metonymy are more than mere rhetorical devices. It is also a conceptual mechanism interpreted by "idealized cognitive model". This assumption provides a new approach to the analysis of metaphors and metonymy in idioms. The methodology used in this study is based on the conceptual metonymy definitions of Radden and Kovecses1990) and the systematic classification of metonymy mechanisms established by Lakoff's idealized cognitive model. The step is to draw out the idioms involved in the nine body parts (422 English idioms). There are 377 Chinese idioms, mainly from authoritative dictionaries, including the Oxford idiom Dictionary, the English-Chinese idiom Dictionary and the Chinese-English idiom Dictionary. Then two groups of English and Chinese native speakers re-examine the metonymy idioms involved. Find out 154 idioms involving metonymy and 153 idioms in Chinese. Then each idiom will be studied one by one based on the motivations of conceptual metonymy. Finally, from the perspective of cognitive and communicative principles, each idiom will be compared. According to Langackern's theory, cognitive and communicative principles control carrier and target language are selected. The similarities and differences of English and Chinese idiom motivation are analyzed by using cognitive and communicative principles. We find that: 1) body part idioms involving metonymy account for a large proportion of English and Chinese idioms, accounting for about 44.3% and 45. 5 respectively, which proves that conceptual metonymy is a common phenomenon in language. 2) about body parts idioms, Part replaces the whole, the container replaces the content, the metonymy mechanism of the tool replacing the activity exists in both Chinese and English idioms, but the study of the conceptual meaning draws the following conclusion: the source of the motivation is not single, combined with the conventional knowledge. Metonymy mechanism and language environment can be used as a way to understand the meaning of idioms. (3) Cognitive principles and communicative principles are generally applicable to body parts idioms of metonymy. However, the sub-classification under the framework of cognitive principles plays an important role in the interpretation of metonymy. In the communicative principle, the principle of clarity provides an explanation for the contradictions in metonymy motivation. The principle of relevance suggests that culture should be taken into account in the interpretation of idioms. This paper has potential implications both in theory and in practice. Comparative studies provide some findings that reinforce the theory of conceptual metonymy and confirm its reliability. This study suggests that metonymy competence is as important as grammar and communicative competence in L2 teaching and should be emphasized in L2 teaching.
【学位授予单位】：西南交通大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H136;H313

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