本文選題：一詞多義 + 原型結(jié)構(gòu)��； 參考：《東北財(cái)經(jīng)大學(xué)》2012年碩士論文

【摘要】：一詞多義可定義為一個(gè)語義單位包含兩個(gè)或者兩個(gè)以上相關(guān)的意思。一詞多義的主要特點(diǎn)是可以在原有意思的基礎(chǔ)上擴(kuò)展出新的意思來表達(dá)新生事物的概念,其主要功能可以不改變單詞的外在形式,而形成新的意義表達(dá)。隨著社會(huì)的發(fā)展,大量的思想和事物日新月異,如果創(chuàng)造相應(yīng)的新詞來應(yīng)對(duì)這種挑戰(zhàn),無疑會(huì)對(duì)人們的記憶力造成很大的負(fù)擔(dān)。正是為了解決這一問題,一詞多義發(fā)揮了重大的作用,通過一個(gè)詞匯賦予多種意思解決這個(gè)難題。在認(rèn)知的世界里,一詞多義滿足了社會(huì)發(fā)展的需要,認(rèn)知語言學(xué)家們也從認(rèn)知這個(gè)全新的角度闡釋了一詞多義。作為一種重要的語言現(xiàn)象,不同學(xué)派的語言學(xué)家也對(duì)其給予關(guān)注。這些語言學(xué)家大多從不同角度對(duì)一詞多義表層變化進(jìn)行了解釋,但是他們沒有掌握一詞多義形成的主要原因。而隨著認(rèn)知語言學(xué)的發(fā)展,認(rèn)知語言學(xué)家提出從更加信服和系統(tǒng)化的角度闡釋一詞多義。對(duì)與一詞多義密切相關(guān)的成因問題,做出了令人滿意的解釋。這些問題包括,一詞多義詞所包含的多種意義之間的關(guān)系是什么?這些意思是怎樣通過認(rèn)知工具聯(lián)系到一起的? 認(rèn)知語言學(xué)產(chǎn)生于上個(gè)世紀(jì)七十年代,由于不滿足于語言學(xué)的形式,認(rèn)知語言學(xué)獨(dú)立成為了語言學(xué)的一個(gè)新興的現(xiàn)代學(xué)派。認(rèn)知語言學(xué)家把一詞多義詞看作在認(rèn)知工具的作用下一個(gè)核心意思或者基本意思擴(kuò)展出其他意思。在本篇論文中,關(guān)于一詞多義認(rèn)知觀點(diǎn)以及一詞多義詞的內(nèi)部結(jié)構(gòu)都建立在范疇化的原型理論和理想認(rèn)知模式的基礎(chǔ)之上。原型結(jié)構(gòu)理論以及家族相似性都是解釋一詞多義的主要認(rèn)知方式。在此基礎(chǔ)上,意象模式,轉(zhuǎn)喻,隱喻同時(shí)也對(duì)一詞多義的詞義聯(lián)系過程起了重要作用。 本文一共分為五個(gè)章節(jié)。 第一章作為引言簡(jiǎn)單介紹了一詞多義的研究背景,研究目的,研究意義以及文章的整體結(jié)構(gòu)。 第二章文獻(xiàn)綜述探析了前人對(duì)一詞多義的研究及局限性。本文較系統(tǒng)解釋了形式語言學(xué),以及其理論觀點(diǎn)不能區(qū)分多義詞與同形同音異義詞。他們把一詞想象歸結(jié)為語言的復(fù)雜想象,實(shí)際應(yīng)用中盡量避免使用。 第三章為文章的理論框架,詳細(xì)闡釋了認(rèn)知語言學(xué),包括范疇化的原型結(jié)構(gòu)以及理想的認(rèn)知模式。范疇化可以定義在人們認(rèn)識(shí)事物過程中的分類過程,因?yàn)檫@個(gè)世界是由不同的元素,形狀和顏色構(gòu)成的,范疇化對(duì)其進(jìn)行了系統(tǒng)的分類。理想認(rèn)知模式包括命題模式,意象模式,隱喻模式和轉(zhuǎn)喻模式。 第四章是本文的重點(diǎn)部分,在范疇化原型結(jié)構(gòu)理論的基礎(chǔ)上對(duì)一詞多義進(jìn)行了例證分析,展現(xiàn)了原型結(jié)構(gòu)的特點(diǎn)。同時(shí),意象模式,隱喻和轉(zhuǎn)喻,作為一詞多義的認(rèn)知理據(jù),也對(duì)其進(jìn)行了詳細(xì)的分析。意象模式在意義的構(gòu)成及形成推論的過程中起到了關(guān)鍵作用。隱喻是一種思維方式,也就是將人們熟悉的事物映射到抽象的認(rèn)知領(lǐng)域中,這樣隱喻作為有力的認(rèn)知工具解釋抽象的概念。一詞多義的意義擴(kuò)展過程中,隱喻提供了理據(jù)。與隱喻相似,轉(zhuǎn)喻也是意義擴(kuò)展過程中最基本的認(rèn)知工具之一。 第五章是結(jié)論部分,對(duì)文章的全部?jī)?nèi)容進(jìn)行了概括和總結(jié),指出本研究對(duì)語言學(xué)習(xí)的啟示,本文的局限,以及對(duì)后繼研究的期望。 總而言之,從認(rèn)知視角對(duì)一詞多義的分析對(duì)于英語教學(xué)與詞匯教學(xué)產(chǎn)生了重大的影響。并且,隱喻和轉(zhuǎn)喻,作為重要的認(rèn)知工具,賦予許多新生事物概念。隱喻與轉(zhuǎn)喻,在一詞多義的意義擴(kuò)展方面的關(guān)鍵作用不容忽視,因此,對(duì)于學(xué)習(xí)者來說要對(duì)認(rèn)知工具給予重視。同時(shí),隨著社會(huì)的發(fā)展,一詞多義的使用減輕了人們對(duì)于吸收新詞匯的記憶負(fù)擔(dān)。
[Abstract]:Polysemy can be defined as a semantic unit containing two or more than two meanings. The main feature of a word polysemy is that it can expand the new meaning on the basis of the original meaning to express the concept of new things. Its main function can not change the external form of the word, and form a new meaning expression. With the society In order to solve this problem, the word polysemy has played a major role in solving the problem. In order to solve this problem, the word polysemy gives many meanings to solve the problem. In the cognitive world, the word is more than one word. It meets the needs of social development, and cognitive linguists also explain polysemy from a new perspective. As an important linguistic phenomenon, linguists of different schools of linguistics pay attention to it. Most of these linguists explain the changes in the polysemous layer of a word from different angles, but they do not master it. The main reason for the formation of polysemy is that with the development of cognitive linguistics, cognitive linguists have proposed to explain polysemy from a more convincing and systematized perspective. A satisfactory explanation is made to the cause of the polysemy which is closely related to the word polysemy. These questions include the relationship between the multiple meanings of the word polysemy. What are these? How do these meanings relate to each other through cognitive tools?
Cognitive linguistics came into being in the 70s of last century. Because it was not satisfied with the form of linguistics, cognitive linguistics became a new modern school of linguistics. Cognitive linguists regard a word polysemy as a core meaning or basic meaning of a cognitive tool to expand other meanings. The idea of polysemy and the internal structure of a word polysemy are based on the prototype theory of categorization and the ideal cognitive pattern. The archetypal structure theory and the family similarity are the main cognitive ways to explain polysemy. On this basis, the image pattern, metonymy and metaphor are also polysemous to a word. The relationship between word meaning plays an important role.
This article is divided into five chapters.
The first chapter briefly introduces the research background, purpose, significance and overall structure of the polysemy as an introduction.
In the second chapter, the literature review analyses the predecessors' research and limitations on polysemy. This paper explains formal linguistics and its theoretical views cannot distinguish between polysemy and homonym. They attribute the imagination of a word to the complex imagination of language, and avoid the use of it in practical applications.
The third chapter, the theoretical framework of the article, explains in detail the cognitive linguistics, including the categorization of the prototype structure and the ideal cognitive model. Categorization can be defined in the process of understanding things, because the world is made up of different elements, shapes and colors, and categorization is a systematic classification. The cognitive models include propositional mode, image mode, metaphor mode and metonymy mode.
The fourth chapter is the key part of this article. On the basis of the theory of the categorical prototype structure, the paper analyses the polysemy of a word, and shows the characteristics of the prototype structure. At the same time, the image pattern, metaphor and metonymy, as a cognitive basis for polysemy, are also analyzed in detail. Metaphorical is a way of thinking. It is a way of thinking, that is, to map things familiar to people into an abstract cognitive field, so metaphor serves as a powerful cognitive tool to explain abstract concepts. In the process of meaning expansion of a word, metaphor provides the basis for metaphor, and metonymy is the most fundamental in the process of expansion of meaning. One of the cognitive tools of this.
The fifth chapter is the concluding part, summarizing and summarizing all the contents of the article, pointing out the implications of this study on language learning, the limitations of this article, and the expectation of subsequent research.
In a word, the analysis of Polysemy from the cognitive perspective has a significant impact on English teaching and vocabulary teaching. And metaphor and metonymy, as an important cognitive tool, endow a lot of new concepts. Metaphor and metonymy can not be ignored in the expansion of meaning of polysemy. Therefore, for learners, It is important to pay attention to cognitive tools. At the same time, with the development of society, the use of polysemy has reduced people's memory burden of absorbing new words.
【學(xué)位授予單位】：東北財(cái)經(jīng)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H032

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本文編號(hào)：2009759