本文選題：身體部位習(xí)語　切入點(diǎn)：概念轉(zhuǎn)喻　出處：《西南交通大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：習(xí)語在語言中無處不在,是一種語言形式,以前一直從傳統(tǒng)方法和組合方法來進(jìn)行研究�，F(xiàn)在認(rèn)知語言學(xué)家從概念層面理解轉(zhuǎn)喻,超出了語言本身的范疇。根據(jù)Lakoff和Johnsen(2003)提出的設(shè)想,比喻和轉(zhuǎn)喻不僅僅是一種修辭手段,也是一種由"理想化認(rèn)知模型"詮釋的概念機(jī)制。這個(gè)設(shè)想為分析習(xí)語中的比喻和轉(zhuǎn)喻提供了全新的方法。本論文采用了認(rèn)識語言學(xué)的視角,分析九大高頻身體部位習(xí)語所涉及的轉(zhuǎn)喻。研究采用的方法論建立在Radden和Kovecses(1990)的概念轉(zhuǎn)喻定義和其在Lakoff的理想化認(rèn)知模型框架下所建立的轉(zhuǎn)喻機(jī)制系統(tǒng)分類。第一步是抽出九大身體部分涉及的習(xí)語(英語習(xí)語共422條,中文習(xí)語共377條),主要來源是權(quán)威詞典,包括牛津習(xí)語詞典,漢英英漢習(xí)語大全和漢英成語詞典。然后由兩組英語和中文本族語者對所涉及轉(zhuǎn)喻的習(xí)語進(jìn)行再次檢測,找出涉及轉(zhuǎn)喻的習(xí)語英語共154條,中文共153條。隨后每條習(xí)語都會基于概念轉(zhuǎn)喻的習(xí)語理據(jù)進(jìn)行逐條研究,進(jìn)行中英文習(xí)語對比。最后,從認(rèn)知和交際原則角度,分析反映在中英文習(xí)語理據(jù)的相似點(diǎn)和差異點(diǎn)。根據(jù)Langacker(1993)的理論,認(rèn)知和交際原則控制載體和目標(biāo)語的選用。通過運(yùn)用認(rèn)知和交際原則分析中英文習(xí)語理據(jù)的相似點(diǎn)和差異點(diǎn),得到如下發(fā)現(xiàn):1)涉及轉(zhuǎn)喻的身體部位習(xí)語在中英文習(xí)語中占了很大的比重,大約分別占44.3%和45.5%,證明概念轉(zhuǎn)喻在語言中是普通的現(xiàn)象,有研究的價(jià)值;2)關(guān)于身體部位習(xí)語,部分代替整體,容器代替內(nèi)容,工具代替活動的轉(zhuǎn)喻機(jī)制在中英文習(xí)語中都存在,但研究概念意義得出以下結(jié)論:理據(jù)的來源并非是單一,結(jié)合約定俗成的知識、轉(zhuǎn)喻機(jī)制和語言環(huán)境可以作為一種方式理解習(xí)語含義;3)認(rèn)知原則和交際原則大體適用于轉(zhuǎn)喻的身體部位習(xí)語,但在認(rèn)知原則框架下的子分類在解釋轉(zhuǎn)喻概念時(shí)發(fā)揮了較大作用。而在交際原則中,明晰性原則對轉(zhuǎn)喻理據(jù)中存在的矛盾提供了解釋,相關(guān)性原則建議在解釋習(xí)語時(shí)應(yīng)當(dāng)考慮文化。本論文在理論和實(shí)用上都有潛在含義。對比研究提供一些發(fā)現(xiàn),強(qiáng)化概念轉(zhuǎn)喻的理論,證實(shí)其可靠性。就實(shí)用性而言,該研究提議在二語教學(xué)中,"轉(zhuǎn)喻能力"與語法和交際能力一樣重要,應(yīng)當(dāng)在二語教學(xué)中受到重視。
[Abstract]:Idioms are ubiquitous in language. They are a form of language that has been studied in terms of traditional and combinatorial methods. Now cognitive linguists understand metonymy at the conceptual level. Beyond the language itself. According to Lakoff and Johnsenn 2003, metaphor and metonymy are more than mere rhetorical devices. It is also a conceptual mechanism interpreted by "idealized cognitive model". This assumption provides a new approach to the analysis of metaphors and metonymy in idioms. The methodology used in this study is based on the conceptual metonymy definitions of Radden and Kovecses1990) and the systematic classification of metonymy mechanisms established by Lakoff's idealized cognitive model. The step is to draw out the idioms involved in the nine body parts (422 English idioms). There are 377 Chinese idioms, mainly from authoritative dictionaries, including the Oxford idiom Dictionary, the English-Chinese idiom Dictionary and the Chinese-English idiom Dictionary. Then two groups of English and Chinese native speakers re-examine the metonymy idioms involved. Find out 154 idioms involving metonymy and 153 idioms in Chinese. Then each idiom will be studied one by one based on the motivations of conceptual metonymy. Finally, from the perspective of cognitive and communicative principles, each idiom will be compared. According to Langackern's theory, cognitive and communicative principles control carrier and target language are selected. The similarities and differences of English and Chinese idiom motivation are analyzed by using cognitive and communicative principles. We find that: 1) body part idioms involving metonymy account for a large proportion of English and Chinese idioms, accounting for about 44.3% and 45. 5 respectively, which proves that conceptual metonymy is a common phenomenon in language. 2) about body parts idioms, Part replaces the whole, the container replaces the content, the metonymy mechanism of the tool replacing the activity exists in both Chinese and English idioms, but the study of the conceptual meaning draws the following conclusion: the source of the motivation is not single, combined with the conventional knowledge. Metonymy mechanism and language environment can be used as a way to understand the meaning of idioms. (3) Cognitive principles and communicative principles are generally applicable to body parts idioms of metonymy. However, the sub-classification under the framework of cognitive principles plays an important role in the interpretation of metonymy. In the communicative principle, the principle of clarity provides an explanation for the contradictions in metonymy motivation. The principle of relevance suggests that culture should be taken into account in the interpretation of idioms. This paper has potential implications both in theory and in practice. Comparative studies provide some findings that reinforce the theory of conceptual metonymy and confirm its reliability. This study suggests that metonymy competence is as important as grammar and communicative competence in L2 teaching and should be emphasized in L2 teaching.
【學(xué)位授予單位】：西南交通大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H136;H313

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