【摘要】： 多義詞是漢語詞匯中很重要的一部分,它的形成、發(fā)展及其義項之間的關(guān)系,歷來是學(xué)者們熱衷研究的對象。目前,漢語多義詞的研究已經(jīng)取得了較大的成果。認(rèn)知語言學(xué)興起之后,學(xué)者們發(fā)現(xiàn)認(rèn)知理論能夠從更深層次闡釋人類的一些語言現(xiàn)象,于是眾多學(xué)者紛紛將目光轉(zhuǎn)向該領(lǐng)域,其中多義詞的認(rèn)知研究更是為學(xué)者們所熱衷。認(rèn)知理論能夠從多義詞的內(nèi)部結(jié)構(gòu)探討它的生成機制,對多義詞的產(chǎn)生和發(fā)展更具解釋力。認(rèn)知方面的研究給多義詞研究學(xué)界開辟了一個全新視野。 “認(rèn)知”能夠在理論層面上較好地闡釋漢語的諸多現(xiàn)象,但是人們對它的理論研究最終還是要回到實踐中去,這樣才能更好地體現(xiàn)認(rèn)知理論的闡釋力。我們認(rèn)為認(rèn)知理論對當(dāng)前日益興起的對外漢語教學(xué)實踐具有很好的指導(dǎo)作用,本文主要從認(rèn)知理論的隱喻、轉(zhuǎn)喻理論和原型范疇理論幾個角度對現(xiàn)代漢語多義詞詞義的形成、發(fā)展及其義項之間的關(guān)系作出解釋。通過對漢語中介語語料庫學(xué)生使用多義詞的情況進(jìn)行分析,以及對留學(xué)生漢語多義詞學(xué)習(xí)和使用情況進(jìn)行測試分析,驗證認(rèn)知理論對對外漢語教學(xué)中的多義詞教學(xué)具有指導(dǎo)作用,提出一些漢語多義詞教學(xué)的建議,希望能夠引導(dǎo)學(xué)生更有效地學(xué)習(xí)、掌握現(xiàn)代漢語多義詞的義項及其用法。
[Abstract]:Polysemy is a very important part of Chinese vocabulary. Its formation, development and the relationship between its semantic items have always been the object of study by scholars. At present, great achievements have been made in the study of Chinese polysemous words. After the rise of cognitive linguistics, scholars have found that cognitive theory can explain some linguistic phenomena of human beings from a deeper level, so many scholars have turned their attention to this field, among which the cognitive study of polysemous words is more enthusiastic by scholars. Cognitive theory can explore the formation mechanism of polysemous words from the internal structure of polysemous words, and has more explanatory power to the emergence and development of polysemous words. The study of cognition has opened up a new field of vision for the study of polysemy. "Cognition" can better explain many phenomena in Chinese at the theoretical level, but people still have to go back to practice in the theoretical study of it, so as to better reflect the explanatory power of cognitive theory. We think that cognitive theory plays a good role in guiding the rising practice of teaching Chinese as a foreign language. This paper mainly discusses the formation of the meaning of polysemous words in modern Chinese from the perspectives of metaphor, metonymy theory and prototype category theory. Explain the relationship between development and its meaning. Through the analysis of the use of polysemous words by Chinese interlanguage corpus students, as well as the test and analysis of the learning and use of Chinese polysemous words by foreign students, This paper verifies that cognitive theory plays a guiding role in the teaching of polysemous words as a foreign language, and puts forward some suggestions on the teaching of polysemous words in Chinese as a foreign language, hoping to guide students to learn more effectively and master the meaning and usage of modern Chinese polysemous words.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2009
【分類號】：H195

【引證文獻(xiàn)】

相關(guān)博士學(xué)位論文 前1條

1 李云彤;認(rèn)知語言學(xué)視域下的漢語多義詞研究[D];吉林大學(xué);2013年

相關(guān)碩士學(xué)位論文 前5條

1 余慶平;自然語言理解中名詞多義詞辨析及在智能儀器中的應(yīng)用[D];西安電子科技大學(xué);2011年

2 王紹斌;澳大利亞初級漢語詞匯教學(xué)現(xiàn)狀分析及策略研究[D];山東大學(xué);2011年

3 孫瑩瑩;現(xiàn)代漢語多義詞“提”的多視角研究[D];遼寧大學(xué);2012年

4 孫慶芳;基于認(rèn)知語言學(xué)的“給”類介詞對外漢語教學(xué)語法研究[D];山東師范大學(xué);2013年

5 呂潔;對外漢語教學(xué)中的多義詞教學(xué)研究[D];內(nèi)蒙古師范大學(xué);2013年

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本文編號：2482925