發(fā)布時間：2018-05-03 14:03

  本文選題：認知模式 + 范疇化　； 參考：《太原理工大學(xué)》2012年碩士論文

【摘要】：對于每一個語言學(xué)習(xí)者來說,介詞的學(xué)習(xí)一直都是個難點和重點。對中國學(xué)生而言,更是如此。而母語為英語的留學(xué)生對中國復(fù)雜多變的介詞,同樣感覺困難。他們在介詞學(xué)習(xí)過程中會犯各種各樣的問題。出現(xiàn)這樣的問題,不僅僅是語言的問題,Patricia, Boquist (2009)說過,空間范疇是語言,文化,文化體制等因素共同作用的結(jié)果。 許多學(xué)者也做過英漢介詞的對比研究,只是單從語言方面進行對比的,例如英漢介詞的用法,介詞在句中的位置以及他們的分類,特征等。而從認知角度進行介詞習(xí)得研究的文章,只是但從某一種語言來研究,但是進行兩種語言的對比確實很少的。二語介詞的學(xué)習(xí)是跟多種因素相關(guān)的,不僅僅是語言本身。Becker和Carroll在談到介詞學(xué)習(xí)時提出下面觀點：“介詞習(xí)得的過程,不僅僅是詞形和詞義的理解和記憶,而且是一個將母語與目標語的空間認知系統(tǒng)相對比的一個過程。在這一過程中,我們將重組我們的認知系統(tǒng),并且建立一個新的空間范疇系統(tǒng),與目標語的認知思維盡可能保持一致(BeckerCarroll,1997)"。所以本文以范疇化理論為基礎(chǔ),從認知角度進行英漢介詞習(xí)得的對比研究。在空間范疇化的基礎(chǔ)上從認知角度,從人們理解,使用和分類的基礎(chǔ)上研究英漢空間介詞的認知差異,目的是發(fā)現(xiàn)除語言外的英漢介詞習(xí)得過程中的影響因素,從而促進學(xué)生對英漢介詞的學(xué)習(xí)與語言類教師對英漢介詞的教學(xué)。 本文采用的是定性研究方法,在認知范疇化的基礎(chǔ)上,通過對相關(guān)英漢介詞的空間語義的對比研究以及兩套試卷的測試及后續(xù)的回憶性訪談來發(fā)現(xiàn)英漢介詞習(xí)得過程中的認知差異,以及導(dǎo)致這些差異的原因。本文的受試者60名來自于山西省長治市長子一中332班的全體同學(xué)以及天津大學(xué)國際教育學(xué)院的母語為英語的15名留學(xué)生。通過數(shù)據(jù)分析與討論得出影響英漢介詞的語言類因素和認知類因素。語言類因素有1)英漢介詞的來源不同；2)英漢介詞在句中的位置不同；3)英漢介詞使用的靈活度不同；認知類因素1)英語介詞與相對應(yīng)的漢語介詞空間語義范疇不同；2)英語介詞之間,漢語介詞之間的空間范疇區(qū)別度不同；3)建筑物空間布局不同導(dǎo)致的認知方式不同；4)參照物選擇的小同導(dǎo)致的認知差異。 論文的不足之處在于：受試者的選擇有限,不能代表整體的水平,回顧性訪談的控制上缺陷等。因此在這方面的研究仍有待改進和完善,根據(jù)Judith等人,(Judith, McLaughlinDarren, Tanner2010)的觀點,二語的學(xué)習(xí)和對語言的加工過程都有人體的各種神經(jīng)的參與,所以如果可以研究受試者的左右腦在學(xué)習(xí)英漢介詞時的狀態(tài),是比較精確的,也可為學(xué)習(xí)者和教師者提供更精確的參考。
[Abstract]:For every language learner, preposition learning has always been a difficult and important point. This is especially true for Chinese students. English-speaking students also find it difficult to find complex prepositions in China. They will make a variety of problems in the process of learning prepositions. The emergence of such a problem, not only the language problem Patricia, Boquist / 2009) said that the spatial category is the result of language, culture, cultural system and other factors. Many scholars have also done contrastive studies on prepositions in English and Chinese, only in terms of language, such as the usage of prepositions in English and Chinese, the position of prepositions in sentences, their classification and characteristics, etc. However, the study of preposition acquisition from a cognitive point of view is only studied from a certain language, but the contrast between the two languages is indeed rare. The learning of L2 prepositions is related to many factors, not only the language itself. Becker and Carroll put forward the following point of view when talking about preposition learning: "the process of preposition acquisition is not just the understanding and memory of word form and meaning. Moreover, it is a process of comparing the spatial cognitive system of native language and target language. In this process, we will reorganize our cognitive system and establish a new spatial category system that is as consistent as possible with the target cognitive thinking, Becker Carroll1997). On the basis of categorization theory, this paper makes a contrastive study of preposition acquisition in English and Chinese from the perspective of cognition. On the basis of spatial categorization, this paper studies the cognitive differences between English and Chinese spatial prepositions from the perspective of cognition, understanding, using and classifying them. The purpose of this study is to find out the influential factors in the acquisition of English and Chinese prepositions in addition to language. So as to promote students' learning of English and Chinese prepositions and the teaching of English and Chinese prepositions by language teachers. This paper adopts the qualitative research method, on the basis of cognitive categorization, Through the contrastive study of the spatial semantics of English and Chinese prepositions, the tests of two sets of test papers and subsequent reminiscent interviews, the cognitive differences in the acquisition of English and Chinese prepositions and the causes of these differences are found. The subjects were 60 students from the class 332 of the eldest son of Changzhi City, Shanxi Province, and 15 students whose mother tongue was English from the School of International Education of Tianjin University. Through data analysis and discussion, the linguistic and cognitive factors affecting English and Chinese prepositions are obtained. (1) the origin of English and Chinese prepositions is different (2) the position of English and Chinese prepositions in sentences is different (3) the flexibility of English and Chinese prepositions is different; Cognitive factors 1) English prepositions are different from corresponding Chinese prepositions in spatial semantic categories (2) English prepositions; The difference of spatial category between Chinese prepositions (3) the different cognitive styles caused by different spatial layout of buildings (4) the cognitive differences caused by the same choice of reference materials. The disadvantages of this paper are that the choice of subjects is limited, which can not represent the overall level, and the control defects of retrospective interviews. According to Judith et al., McLaughlin Darren, Tanner 2010, second language learning and language processing have all kinds of neural involvement in human body. Therefore, it is more accurate to study the state of the subjects' left and right brain in learning English and Chinese prepositions, and can also provide more accurate reference for learners and teachers.
【學(xué)位授予單位】：太原理工大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H042

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