本文關(guān)鍵詞：漢語二語學(xué)習者篇章閱讀中的名詞隱喻認知研究　出處：《浙江大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 名詞隱喻 漢語篇章 二語學(xué)習 影響因素

【摘要】：隱喻不僅是一種語言現(xiàn)象,更是一種思維方式,它在人們的日常生活和文學(xué)創(chuàng)作中都發(fā)揮著重要的作用。因此,很多學(xué)者都非常重視對隱喻的研究。以往對隱喻的研究主要集中在詞匯和句子層面,但是人們在理解隱喻的時候卻離不開語境的參與。 基于Lakoff和Johnson的概念隱喻理論和Anderson的語言理解三階段模式,筆者設(shè)計了相關(guān)的調(diào)查問卷來收集語料,并借助SPSS軟件中的相關(guān)數(shù)據(jù)分析工具來探討在認知語境中影響二語學(xué)習者漢語隱喻名詞解讀的原因。本論文中,筆者試圖回答以下四個問題：1)漢語二語學(xué)習者隱喻認知困難表現(xiàn)在哪些方面？2)這些困難是如何產(chǎn)生的？3)哪些因素會對漢語二語學(xué)習者的隱喻認知產(chǎn)生影響？4)為了培養(yǎng)和提升學(xué)習者的隱喻認知能力,我們可以從哪些方面入手？ 通過調(diào)查研究,筆者發(fā)現(xiàn),在個體特征中：1)性別和年齡(成人)與其隱喻認知能力之間無統(tǒng)計學(xué)意義的顯著性；2)學(xué)習者的漢語學(xué)習年限和HSK等級與其隱喻認知能力成正比。社會和語言環(huán)境的影響：1)屬于漢字文化圈被試的隱喻能力要優(yōu)于非漢字文化圈的被試,且個人的思維方式和價值取向也會對隱喻的理解也有一定的影響；2)被試的語言水平受語言環(huán)境的影響,即在中國學(xué)習漢語的留學(xué)生的隱喻認知能力要優(yōu)于國外的漢語二語學(xué)習者。筆者還發(fā)現(xiàn),漢語二語學(xué)習者隱喻認知困難表現(xiàn)在三個階段上：構(gòu)造階段(對詞語的辨析不夠精準,自我控制能力不強)、轉(zhuǎn)化階段(對生詞、詞義以及漢語語法規(guī)則的掌握不夠牢靠,理解過程中任務(wù)分配不均)、執(zhí)行階段(語言能力的不足,認知圖式輸入的欠缺,被試整體認知和駕馭推理能力的欠缺)。筆者認為學(xué)習者需要從詞匯隱喻的剖析力度,個人的隱喻意識,隱喻話語及命題邏輯分析這三個方面入手來克服以上困難,并在此基礎(chǔ)上,筆者試圖提出一些相關(guān)且實用的學(xué)習和教學(xué)建議。
[Abstract]:Metaphor is not only a linguistic phenomenon, but also a way of thinking, it is in people's daily life and literary creation have played an important role. Therefore, many scholars have paid great attention to the study of metaphor. Previous studies of metaphor mainly focused on vocabulary and sentence level, but when people understand metaphor but cannot do without the context.
Lakoff and Johnson's conceptual metaphor theory and Anderson language model based on the three stage, the author design the questionnaire to collect data, and through the relevant data analysis in SPSS software to explore in the cognitive context influences two language learners of Chinese metaphor noun interpretation. In this thesis, the author tries to answer the following four questions: 1) two Chinese language learners' metaphorical cognitive difficulties in what aspects? 2) the difficulty is how to produce? 3) what factors will affect the cognitive learning of Chinese language in two? 4) in order to cultivate and improve the learner's cognitive competence, we can start from what?
Through the investigation, the author found that the individual characteristics: 1) gender and age (adult) was not statistically significant between its metaphorical cognitive ability; 2) learners of Chinese learning age and HSK level and metaphorical cognitive ability is directly proportional. The impact of social and language environment: 1) belongs to the cultural metaphor ability Chinese characters the circle is trying to be better than the non Chinese characters cultural circle of the subjects, ways of thinking and value orientation and the individual will be the understanding of metaphor has certain effect; 2) were affected by the language level of the language environment, cognitive competence is learning students of Chinese language in the Chinese language is superior to China two foreign learners. The author also found that two of Chinese language learners' metaphorical cognitive difficulties in three stages: tectonic stage (analysis of words are not accurate, self control ability), stage of transformation (the words, meaning to And Chinese grammar rules is not enough to grasp firmly, in the process of understanding of the uneven distribution of task execution stage (shortage), lack of ability, language input, cognitive schema is overall cognitive reasoning ability and control). The author thinks that learners need from lexical metaphor analysis efforts, metaphorical awareness of personal, metaphor propositional logic and analysis of these three aspects to overcome the above difficulties, and on this basis, the author tries to put forward some relevant and practical learning and teaching suggestions.

【學(xué)位授予單位】：浙江大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：H195

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