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  本文選題：認(rèn)知隱喻　切入點(diǎn)：空間隱喻　出處：《四川師范大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：什么是隱喻?從古至今,許多學(xué)者都對此進(jìn)行過研究,比如亞里士多德的比較論,昆體良的替代論,以及理查茲的互動論。然而自拉考夫,約翰遜以后,認(rèn)知論受到了越來越多的認(rèn)可與關(guān)注。認(rèn)知語言學(xué)家認(rèn)為,隱喻是一種重要的認(rèn)知工具,也是我們賴以生存的一種思維方式,在日常生活中我們常常通過具體事物的隱喻拓展來構(gòu)建抽象事物。拉考夫,約翰遜在《我們賴以生存的隱喻》中將認(rèn)知隱喻分為結(jié)構(gòu)隱喻,空間隱喻和本體隱喻。本文所研究的上和下的隱喻拓展屬于認(rèn)知隱喻中的空間隱喻�？臻g是我們剛出生就可以體驗(yàn)到的第一個概念,因?yàn)槲覀兙蜕钤诳臻g里,比如上和下,里和外,前和后,等等。這些具體的方位常常被用于構(gòu)建一些非空間的抽象概念。 在所有的空間方位中上和下是最基本的概念,因此上和下的隱喻意義常常成為空間隱喻研究的重點(diǎn)。藍(lán)純也曾研究過英漢中上和下的隱喻拓展,分別對狀態(tài)、數(shù)量、時間和社會等級這四個目標(biāo)域進(jìn)行過分析與闡述。但是,筆者認(rèn)為藍(lán)純對狀態(tài),數(shù)量和時間這三個目標(biāo)域的分析不足,另外在指出英漢中上和下的隱喻拓展的異同時,更多的注意力放在了相似之處,而對差異部分的分析不夠全面。因此,在藍(lán)純分析的基礎(chǔ)之上,筆者對英漢中上和下的隱喻拓展進(jìn)行了進(jìn)一步的研究,分析,補(bǔ)充與說明。 本文首先通過統(tǒng)計(jì)學(xué)的方法從北京大學(xué)語料庫和英國國家語料庫選取帶有上和下的樣本,然后對四個隱喻拓展分別進(jìn)行具體分析研究,它們分別是狀態(tài)域,數(shù)量域,時間域和社會等級域,以彌補(bǔ)藍(lán)純在分析時的不足之處。最后具體指出英漢中上和下的隱喻拓展的相似與不同之處。 通過本文,首先我們會對英漢中上和下的隱喻拓展有一個更深的了解與認(rèn)識,然后通過英漢中上和下的隱喻拓展看到這兩種語言在認(rèn)知模式上的差異與相似之處,這對兩種不同文化間的理解與交流起到了添磚加瓦的作用,最后英漢中上和下的隱喻拓展研究為其他空間概念的隱喻意義研究提供了一個參考平臺。
[Abstract]:What is metaphor? Many scholars have studied this from time to time, such as Aristotle's theory of comparison, Quintirian's theory of substitution, and Richards' theory of interaction. Cognitive theory has received more and more recognition and attention. Cognitive linguists believe that metaphor is an important cognitive tool and a way of thinking on which we live. In our daily life, we often construct abstract things through the metaphorical expansion of concrete things. In metaphor for our existence, Lakoff Johnson divides cognitive metaphor into structural metaphor. Spatial metaphor and Noumenon metaphor. The extension of the upper and lower metaphors in this paper belongs to the spatial metaphor in cognitive metaphor. Space is the first concept that we can experience from birth, because we live in space, such as top and bottom. Inside and out, front and back, etc. These specific orientations are often used to construct non-spatial abstract concepts. Among all the spatial orientations, upper and lower are the most basic concepts. Therefore, the metaphorical meaning of upper and lower is often the focus of the study of spatial metaphor. Lan Chun has also studied the metaphorical extension of upper and lower in English and Chinese, respectively in terms of state and quantity. The four target domains of time and social rank have been analyzed and expounded. However, the author thinks that the three target domains, namely, state, quantity and time, are not sufficiently analyzed. In addition, the author points out the similarities and differences of the extension of metaphorical metaphors in English and Chinese. More attention is paid to the similarities, but the analysis of the difference part is not comprehensive. Therefore, on the basis of the blue pure analysis, the author makes a further study, analysis, supplement and explanation of the metaphorical extension between English and Chinese. In this paper, samples with upper and lower levels are selected from Peking University corpus and British National Corpus by statistical method, and then the four metaphorical extensions are analyzed and studied in detail, they are state domain and quantitative domain, respectively. Time domain and social hierarchy domain are used to make up for the inadequacies of Lan Chun's analysis. Finally, the similarities and differences between English and Chinese metaphorical extension of upper and lower are pointed out. In this paper, we will first have a deeper understanding of the metaphorical extension between English and Chinese, and then we can see the differences and similarities between the two languages in cognitive mode through the metaphorical extension of English and Chinese. This has contributed to the understanding and communication between the two cultures. Finally, the study of metaphorical extension between English and Chinese provides a reference platform for the study of the metaphorical meaning of other spatial concepts.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H136;H313

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本文編號：1652554