本文選題：方位詞 + 方位隱喻�。� 參考：《曲阜師范大學》2013年碩士論文

【摘要】：人類通過各種感官去感知空間的上-下、里-外、前-后、遠-近、高-低等方位，從而形成方位概念。根據人類的認知規(guī)律，人們用這些熟悉的方位概念去認知那些抽象的未知概念，于是這些方位詞除了本身的方位意義之外，逐漸產生了很多隱喻拓展義。認知語言學認為，這些方位詞的隱喻拓展義不是任意的，而是有理據的。Lakoff與Johnson (2003)在他們合著的《我們賴以生存的隱喻》中提出概念隱喻一詞，其中，作為概念隱喻的一個分支的方位隱喻以方位概念為始源域向其它目標域進行映射，使抽象的概念變得具體，從而有助于人們對其它抽象概念的認知。此外，根據Goossens (1990)和其他一些認知語言學家的觀點，轉喻和隱喻作為重要的認知模式，兩者之間具有互動關系，共同作用于詞匯新義的生成。 近年來，越來越多的學者從不同的角度研究方位詞的拓展義，但從概念隱喻理論和隱轉喻理論角度對英漢上-下、高-低、深-淺這三組垂直方位詞的隱喻拓展義的對比研究卻不多見。本文旨在前人研究的基礎上，試圖以Lakoff與Johnson的概念隱喻理論和Goossens的隱轉喻理論為基礎，通過對作者收集的以上三組英漢垂直方位詞隱喻拓展義的語料進行對比研究，，分析其隱喻拓展義的理據，找出其相同點和不同點，并探討異同背后的相關原因。 本研究所用語料主要來自《牛津高階英漢雙解詞典》和《新牛津英漢雙解大詞典》等權威詞典、北京大學中國語言學研究中心現代漢語語料庫、英國國家語料庫、美國當代英語語料庫、漢典網。研究的過程主要包括：語料收集、語料分類、語料分析及對比分析。本文主要采用定性分析法。 研究結果表明，英漢垂直方位詞上-下涉及的目標域主要包括數量域、時間域、情感域、社會等級域、社會評價域；高-低涉及的目標域主要包括數量域、時間域、情感域、社會等級域、社會評價域、聲音域；深-淺涉及的目標域主要包括情感域、知識域、時間域、程度域。其中，在同一目標域中英漢同一方位詞的隱喻義既有相似性又有差異性。造成這種相似性的原因主要是英漢語使用者共同的空間體驗以及認知思維在某些方面存在一定的相似性，而造成不同的原因主要是英漢不同的文化、英漢兩種語言的不同特點以及英漢語使用者不同的思維模式等因素所致。 本研究的成果至少具有以下兩個應用價值：其一、有助于英漢方位詞隱喻拓展義的深層對比研究；其二、在英語教學和對外漢語教學中，通過增進學生對英漢文化的深入了解，有助于學生全面掌握詞匯的內涵意義，同時有助于學生更好地掌握這三組垂直方位詞隱喻拓展義的英漢互譯。最后需要指出的是，本論題作為對英漢方位詞拓展義研究的新嘗試，還可以從翻譯、詞典或教材編撰等角度進行相關深入探討。
[Abstract]:Human beings perceive the upper-lower, inner-outer, front-rear, far-near, high-low orientation of space through various senses, thus forming the concept of azimuth. According to the laws of human cognition, people use these familiar concepts of orientation to recognize the abstract unknown concepts. Therefore, in addition to their own sense of orientation, these words gradually produce a lot of metaphorical extension meanings. Cognitive linguistics holds that the metaphorical extension of these locational words is not arbitrary, but is justified. Lakoff and Johnson / 2003) put forward the term conceptual metaphor in metaphor for our existence. As a branch of conceptual metaphor, azimuth metaphor maps the concept of orientation to other target domains, which makes abstract concepts concrete and helps people to understand other abstract concepts. In addition, according to Goossens / 1990) and other cognitive linguists, metonymy and metaphor, as important cognitive models, interact with each other in the generation of lexical new meanings. In recent years, more and more scholars have studied the extended meaning of locative words from different angles, but from the perspective of conceptual metaphor theory and implicit metonymy theory, they have studied the upper-bottom, high- and low-level of English and Chinese. The contrastive study of metaphorical extension of these three groups of vertical azimuth words is rare. Based on the conceptual metaphor theory of Lakoff and Johnson and the implicit metonymy theory of Goossens, this paper attempts to make a comparative study of the three groups of English and Chinese metaphorical extension data collected by the author. This paper analyzes the motivation of its metaphorical extension, finds out its similarities and differences, and probes into the relevant reasons behind the similarities and differences. The lexicon of this research mainly comes from such authoritative dictionaries as Oxford Advanced English-Chinese Dictionary and New Oxford English-Chinese Dictionary, the Modern Chinese Corpus of Peking University's Center for Chinese Linguistics, and the British National Corpus. American Contemporary English Corpus, Handian Web site. The research process includes corpus collection, corpus classification, corpus analysis and comparative analysis. This paper mainly adopts qualitative analysis method. The results show that the target domains in the upper-lower perpendicular words in English and Chinese mainly include the quantitative domain, the time domain, the emotional domain, the social rank domain, the social evaluation domain, the high-low involvement domain mainly includes the quantity domain, the time domain, the emotion domain, the high and low involve the target domain mainly including the quantity domain, the time domain, the emotion domain. Social rank domain, social evaluation domain, sound domain, deep-shallow target domain mainly include emotion domain, knowledge domain, time domain, degree domain. The metaphorical meanings of English and Chinese words in the same target domain are both similar and different. The main reasons for this similarity are the common spatial experience of English and Chinese users and the similarity of cognitive thinking in some aspects, while the different reasons are mainly caused by different cultures in English and Chinese. Different features of English and Chinese and different thinking patterns of English and Chinese users. The results of this study have at least the following two applied values: first, it is helpful to the deep contrastive study of the extension of metaphor in English and Chinese locative words; secondly, in the teaching of English and Chinese as a foreign language, students can have a deeper understanding of English and Chinese culture by enhancing their understanding of English and Chinese culture. It is helpful for students to grasp the connotative meaning of vocabulary and to better understand the translation of metaphorical extension of these three groups of perpendicular words into English and Chinese. Finally, it should be pointed out that as a new attempt to expand the meaning of orientational words in English and Chinese, this thesis can also be further explored from the perspectives of translation, dictionary and textbook compilation.
【學位授予單位】：曲阜師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H313;H136

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本文編號：1938505