基于認知語言學(xué)理論的漢英差比句對比研究
發(fā)布時間：2018-08-01 16:34
【摘要】：比較句式是人類自然語言的共有現(xiàn)象,也是人們的認知方式在語言中的體現(xiàn),差比句作為“比較句”的一種,曾被認為是判定語言類型的重要標準之一。漢英兩種語言的比較句式都是在各自的語言認知機制下產(chǎn)生的。因此,從認知的角度出發(fā),對兩種語言中“差比句”的異同進行分析,可以使我們對這兩種語言的特點和認知規(guī)律有更深刻的理解,進而為對外漢語教學(xué)提供更多可借鑒的信息。 本文在認知語言學(xué)理論的基礎(chǔ)上,結(jié)合前人的研究成果,通過多角度來探討造成漢英差比句異同的背后原因。文章一共分為六個章節(jié),其中第二章到第四章是本文的主體和重點部分。 第一章為緒論,從研究的緣起,意義以及研究范圍,前人研究成果及本文運用到的認知理論等方面做總體闡述； 第二章是在前人研究的基礎(chǔ)上,先利用“有界與無界”的理論討論漢英比較結(jié)構(gòu)的認知功能,提出漢英的比較句式都能把性質(zhì)形容詞從“無界”轉(zhuǎn)為“有界”然后利用原型范疇理論為漢英比較句的各種形式建立對應(yīng)關(guān)系,指出“比”字結(jié)構(gòu)與"than"結(jié)構(gòu)都是“勝過”這個下位范疇里的典型句式。同時也簡要討論了漢英比較句里的“越界”問題。 第三章是立足語義的角度,分析了差比關(guān)系的語義要素,提出漢語比較句的認知模式是從“圖形-背景(焦點)”,而英語反之。同時對漢英差比句語義的不對稱情況進行對比分析,并討論了漢英差比中的隱喻,轉(zhuǎn)喻現(xiàn)象。 第四章從漢英差比句的句法分析出發(fā),利用認知語法中的凸顯理論對其生成機制進行對比分析,指出漢英差比句語序的差異是由其生成過程中凸顯方式的差異造成的。 第五章根據(jù)認知的相關(guān)理論,對差比句的教學(xué)順序提出一些意見,對學(xué)生差比句習(xí)得中產(chǎn)生的一些偏誤用認知進行解釋,希望能為教學(xué)實踐提供相應(yīng)的啟示。 第六章也是本文的結(jié)論,將對本文作近一步總結(jié)和歸納,希望為對外漢語教學(xué)實踐或者對外漢語研究起到拋磚引玉的作用。
[Abstract]:Comparative sentence is a common phenomenon of human natural language, and it is also the embodiment of people's cognitive style in language. As a kind of "comparative sentence", difference sentence has been regarded as one of the important criteria for judging the type of language. The comparative sentence patterns between Chinese and English are produced under their own cognitive mechanisms. Therefore, from the cognitive point of view, by analyzing the similarities and differences between the two languages, we can have a deeper understanding of the characteristics and cognitive laws of the two languages. And then provide more information for teaching Chinese as a foreign language. Based on the theory of cognitive linguistics and combined with the previous research results, this paper discusses the reasons behind the similarities and differences between Chinese and English. The article is divided into six chapters, the second chapter to the fourth chapter is the main body and key part of this paper. The first chapter is the introduction, from the origin, significance and scope of the study, the previous research results and cognitive theory applied in this paper to do a general exposition; the second chapter is based on the previous studies, Firstly, the cognitive function of Chinese-English comparative structure is discussed by using the theory of "bounded and unbounded". It is proposed that the comparative sentences in both Chinese and English can change the qualitative adjectives from "unbounded" to "bounded" and then use the prototype category theory to establish the corresponding relations between Chinese and English comparative sentences in various forms. It is pointed out that the word "bi" structure and the "than" structure are typical sentence patterns in the inferior category of "victory". At the same time, it briefly discusses the problem of "crossing boundaries" in Chinese and English comparative sentences. The third chapter is based on the semantic point of view, analyzes the semantic elements of the difference ratio relationship, and points out that the cognitive model of Chinese comparative sentences is from "figure-background (focus)", while English is vice versa. At the same time, this paper makes a contrastive analysis of the semantic asymmetry of Chinese and English difference comparison sentences, and discusses the metaphor and metonymy phenomena in the Chinese to English difference ratio. In the fourth chapter, from the syntactic analysis of Chinese-English contrast sentences, we use the salience theory in cognitive grammar to make a contrastive analysis of its generating mechanism, and point out that the difference in word order between Chinese and English contrast sentences is caused by the differences in the prominent ways in the process of their generation. The fifth chapter, according to the theory of cognition, puts forward some opinions on the teaching order of the contrast sentences, and explains some errors in the acquisition of the students' contrast sentences, in the hope of providing corresponding enlightenment for the teaching practice. The sixth chapter is also the conclusion of this paper, I will make a further summary and induction of this paper, hoping to play a role in teaching Chinese as a foreign language or the study of Chinese as a foreign language.
【學(xué)位授予單位】：云南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H146;H314
本文編號：2158173
[Abstract]:Comparative sentence is a common phenomenon of human natural language, and it is also the embodiment of people's cognitive style in language. As a kind of "comparative sentence", difference sentence has been regarded as one of the important criteria for judging the type of language. The comparative sentence patterns between Chinese and English are produced under their own cognitive mechanisms. Therefore, from the cognitive point of view, by analyzing the similarities and differences between the two languages, we can have a deeper understanding of the characteristics and cognitive laws of the two languages. And then provide more information for teaching Chinese as a foreign language. Based on the theory of cognitive linguistics and combined with the previous research results, this paper discusses the reasons behind the similarities and differences between Chinese and English. The article is divided into six chapters, the second chapter to the fourth chapter is the main body and key part of this paper. The first chapter is the introduction, from the origin, significance and scope of the study, the previous research results and cognitive theory applied in this paper to do a general exposition; the second chapter is based on the previous studies, Firstly, the cognitive function of Chinese-English comparative structure is discussed by using the theory of "bounded and unbounded". It is proposed that the comparative sentences in both Chinese and English can change the qualitative adjectives from "unbounded" to "bounded" and then use the prototype category theory to establish the corresponding relations between Chinese and English comparative sentences in various forms. It is pointed out that the word "bi" structure and the "than" structure are typical sentence patterns in the inferior category of "victory". At the same time, it briefly discusses the problem of "crossing boundaries" in Chinese and English comparative sentences. The third chapter is based on the semantic point of view, analyzes the semantic elements of the difference ratio relationship, and points out that the cognitive model of Chinese comparative sentences is from "figure-background (focus)", while English is vice versa. At the same time, this paper makes a contrastive analysis of the semantic asymmetry of Chinese and English difference comparison sentences, and discusses the metaphor and metonymy phenomena in the Chinese to English difference ratio. In the fourth chapter, from the syntactic analysis of Chinese-English contrast sentences, we use the salience theory in cognitive grammar to make a contrastive analysis of its generating mechanism, and point out that the difference in word order between Chinese and English contrast sentences is caused by the differences in the prominent ways in the process of their generation. The fifth chapter, according to the theory of cognition, puts forward some opinions on the teaching order of the contrast sentences, and explains some errors in the acquisition of the students' contrast sentences, in the hope of providing corresponding enlightenment for the teaching practice. The sixth chapter is also the conclusion of this paper, I will make a further summary and induction of this paper, hoping to play a role in teaching Chinese as a foreign language or the study of Chinese as a foreign language.
【學(xué)位授予單位】：云南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H146;H314
【引證文獻】
相關(guān)碩士學(xué)位論文 前1條
1 李捷;面向?qū)ν鉂h語教學(xué)的“X比YW”句式研究[D];沈陽師范大學(xué);2013年
，本文編號：2158173
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