本文選題：認知理論 + 隱喻認知��； 參考：《西南交通大學》2017年碩士論文

【摘要】：人們往往借用空間概念來表現(xiàn)無法直接感知的時間概念。本文從認知語言學的角度,對中日兩國的空間和時間認知隱喻進行了分析研究。本文首先探討了從空間到時間的隱喻過程。人們最初是基于自己身體來對空間進行劃分。一般認為,人們對世界的認知,始于對空間的認知。時間是無法用眼睛看到也無法用手去觸摸的、非常抽象的事物,因此,認知隱喻是人們認識時間的重要手段。認知隱喻是一種具有能動性的認知活動,在人們認識時間的過程中,起了非常重要的作用�？臻g概念投射到時間領(lǐng)域,一般通過"主體移動型"和"同時移動型"兩種方式來把握時間流�！冬F(xiàn)代漢語詞典》和『新明解國語辭典』兩本詞典的詞匯量大致相當,本文從這兩本詞典中將中文中包含"前","后"的詞匯和日語中包含「前」、「先」、「後」的詞語篩選出來,根據(jù)語義和發(fā)音的不同將他們各自分類,對中文和日語的異同和各自的特征進行了對比分析。主要是通過中文和日語基于上下軸、前后軸的時間詞匯數(shù)量,以及中日文前后軸基于"主體移動型"和"同時移動型"的時間詞匯來進行對比研究,找出了中文和日語的異同點。人們的空間時間認知隱喻是以自身在日常生活中的體驗為基礎(chǔ)的,因此,它會受到社會、歷史、文化等多方面因素的影響。非常有意思的是,我們可以從空間認知和時間認知中找出它們的"普遍性"和"特定文化性"。認知語言學的觀點認為,語言根植于身體,即使文化不同,但是人類的身體結(jié)構(gòu)相同,所以人們的空間和時間認知存在一定的普遍性。但是,同樣的,根植于特定文化中的空間時間認知隱喻方法也有各自的特點。中文和日語,因為文化不同,所以就有各自的慣用表達方式。本文比較了中日的建筑、慣用語、文學作品等各方面情況,將中日的空間和時間文化做了一個對照。認知語言學的觀點認為用詞的不同源于認知的不同。本文基于這一點,從空間認知方面來分析了中日兩國從空間到時間認知隱喻的異同,從兩國的歷史和文化中來尋求了兩國空間時間認知差異的源頭。比較分析中日兩國關(guān)于從空間到時間用語的異同,無論是對日語學習者還是對日語教育、研究都有一定的價值和意義。
[Abstract]:People often use the concept of space to express the concept of time that can not be perceived directly. From the perspective of cognitive linguistics, this paper analyzes the spatial and temporal cognitive metaphors of China and Japan. This paper first discusses the metaphorical process from space to time. The cognition of the world begins with the cognition of the space. Time is a very abstract thing that can not be seen with the eye and can not be touched by hand. Therefore, cognitive metaphor is an important means of understanding time. Cognitive metaphor is a cognitive activity with dynamic nature. It plays a very important role in the process of people's understanding of time. Using the concept of space, the concept of space is projected into the domain of time. In general, the time flow is grasped in two ways: "subject movement" and "simultaneous movement". The vocabulary of the two dictionary is roughly equivalent to the modern Chinese dictionary and the "new Ming Guoyu dictionary". From these two dictionaries, the words "before", "after" and "front" in Japanese are included in the Chinese dictionary. The words "first" and "after" are selected and classified according to their semantic and pronunciation differences. The similarities and differences between Chinese and Japanese are compared and analyzed. The number of time vocabulary in Chinese and Japanese is mainly based on the upper and lower axis, the front and back axes, and the axis of Chinese and Japanese are based on "main body movement" and "simultaneous movement". The "dynamic" time vocabulary is compared to find the similarities and differences between Chinese and Japanese. People's spatial time cognitive metaphor is based on its own experience in daily life. Therefore, it will be influenced by many factors such as social, historical, cultural and other factors. It is very interesting that we can learn from space and time. They find their "universality" and "specific culture". The view of cognitive linguistics holds that language is rooted in the body, even though the culture is different, but human body structure is the same, so people's spatial and temporal cognition exists certain universality. But, the same, the spatial time cognitive metaphorical methods rooted in the specific culture also have Chinese and Japanese, because of the different cultures, they have their own idiomatic expressions. This paper compares Chinese and Japanese architecture, idioms, literary works and other aspects, and compares the space and time culture between China and Japan. The view of cognitive linguistics believes that the difference of words is derived from the differences of cognition. This article is based on this One point is to analyze the similarities and differences between Chinese and Japanese Cognitive metaphors from space to time from the perspective of spatial cognition. From the history and culture of the two countries, it seeks the source of spatial time cognitive differences between the two countries. The similarities and differences between the two countries on the language from space to time are compared and analyzed, both of the Japanese learners and the Japanese education, both of them A certain value and meaning.

【學位授予單位】：西南交通大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H36

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