汉英“看”类动词范畴对比分析与留学生习得考察

发布时间：2018-04-20 21:04

本文选题：视觉动词 + 范畴　；参考：《北京语言大学》2017年硕士论文

【摘要】：视觉动词在汉语和英语中都具有常用性,在使用中表现出语义的丰富性和复杂性。本文尝试运用认知语言学的范畴化理论,在对汉英两种语料进行统计分析的基础上,构建汉英“看”类动词的语义范畴,并进行范畴的对比分析,在此基础上考察留学生对汉语视觉动词“看”和“见”的习得情况。本文研究所使用的现代汉语语料来自北京语言大学“现代汉语研究语料库系统”,英语语料来自《柯林斯词典》,同时还参考了《牛津高阶英汉双解词典》中的相关语料。我们对两种语言的语料进行统计与分析,根据认知语言学范畴化理论,并借鉴以往学者们对视觉动词的相关研究成果,构建出汉英两种语言“看”类动词的语义范畴;本文的中介语语料来自北京语言大学的“汉语中介语语料库系统”和“HSK动态作文语料库”,在汉英“看”类动词语义范畴对比分析的基础上,我们运用第二语言习得相关理论考察留学生的相关习得情况。本研究主要得出以下结论:(1)汉英两种语言“看”类动词次范畴化的途径表现为两类:辐射状与连锁状,范畴成员在范畴中的地位是不平等的,根据与原型义的语义关系,有边缘成员和次边缘成员之分,以此构成词语的多义范畴。(2)两种语言“看”类动词语义范畴的延伸存在一定相似性,范畴语义的发展均体现出由视觉域到心理认知域再到言语行为域的发展现象,范畴语义间的延伸方式类似,都存在主观化倾向,并不同程度地运用了隐喻与转喻的思维方式。(3)两种语言“看”类动词在次范畴的表达上具有较高对应性,多数次范畴都能在对方语言里找到相对应的范畴表达,同时,由于不同民族之间一定程度的认知差异,两种语言在次范畴的表达上也存在一定程度的差异性。(4)汉英“看”类动词次范畴中词语的对应选择是有差异的,形成了词与词之间的不对应关系,给学习者习得带来一定困难。(5)留学生对“看”的习得情况好于“见”,影响留学生习得汉语“看”类动词的因素有:两种语言范畴的相似性程度、范畴语义的抽象性程度、留学生的汉语水平和范畴在目的语中的使用率。另外,汉英范畴表达中词语的不对应关系、母语或目的语知识的负迁移以及汉语词语在句中语法表现上的特殊性都可能造成留学生在使用中偏误的出现。(6)针对汉语视觉动词“看”和“见”的教学,可以参考它们各类范畴语义在目的语中的使用频度以及次范畴与中心范畴在语义上的相关性进行教学,教师可以综合对以上两点的考虑,并根据学生的汉语水平进行有所侧重、有所安排的教学。
[Abstract]:Visual verbs are commonly used in both Chinese and English, and show semantic richness and complexity in their use. This paper attempts to use the categorization theory of cognitive linguistics, on the basis of the statistical analysis of Chinese and English corpus, to construct the semantic category of Chinese-English "look" verbs, and make a comparative analysis of the categories. On this basis, the acquisition of Chinese visual verbs "see" and "see" is investigated. The modern Chinese corpus used in this study comes from the Modern Chinese Research Corpus system of Beijing language and language University, and the English corpus from Collins Dictionary, as well as the relevant data from Oxford High order English-Chinese Dictionary. Based on the categorization theory of cognitive linguistics and the previous research results of visual verbs, we construct the semantic category of "look" verbs in both Chinese and English. The interlanguage corpus of this thesis comes from the Chinese interlanguage Corpus system and the HSK dynamic composition Corpus of Beijing language and language University. We use the theory of second language acquisition (SLA) to investigate the relevant acquisition of foreign students. The main conclusions of this study are as follows: (1) the way of subcategorization of "look" verbs in Chinese and English is manifested in two categories: radiation and linkage, the status of category members in the category is unequal, according to the semantic relationship with the archetypal meaning. There are differences between marginal members and sub-marginal members, which constitute the polysemous category of the words. (2) the extension of semantic category of "look" verbs in two languages has some similarities. The development of category semantics reflects the development from visual domain to psychological cognition domain to speech act domain. The extension of category semantics is similar, and there is a tendency of subjectivization. Different degrees of metonymy and metonymy are used in two languages, I. E. metonymy and metonymy. The verb of "look" has a high correspondence in the expression of subcategory, and many categories can find the corresponding category expression in the other language, at the same time. Due to the cognitive differences between different ethnic groups, there is also a certain degree of difference in the expression of sub-categories between the two languages. (4) there are differences in the corresponding choice of words in the subcategory of "look" verbs in Chinese and English. The uncorrespondence between words and words is formed, which brings some difficulties to learners' acquisition. (5) the acquisition of "see" by foreign students is better than that of "see". The factors that influence the foreign students' acquisition of Chinese "look" verbs are: the degree of similarity between the two language categories, the degree of abstraction of category semantics, the Chinese level of foreign students and the utilization rate of categories in the target language. In addition, the non-correspondence of words and expressions in Chinese and English categorical expressions, The negative transfer of the knowledge of mother tongue or target language and the particularity of the grammatical expression of Chinese words in the sentence may result in the occurrence of errors in the use of foreign students. (6) the teaching of Chinese visual verbs "see" and "see". We can refer to their frequency of use in the target language and the semantic correlation between the sub-category and the central category. The teacher can synthetically consider the above two points and focus on the students' Chinese proficiency. Arranged teaching
【学位授予单位】：北京语言大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

【相似文献】