【摘要】：英語致使移動構式是構式語法的重要組成部分,它不單單是一個重要的語義概念,它也傳達了人們日常生活中的基本經驗。英語致使移動構式的結構形式為‘'[Sub. V. Obj.Ob1.]"(在此結構形式中,V為非靜態(tài)動詞,Obl.為方向性的介詞短語),句式形式為"NP1+V+NP2+Obl.",它的中心語義為“X致使Y移向Z”。英語致使移動構式的意義不能從致使移動構式中的某個構成及構成組合或者從別的構式中推斷出來,它的意義是由它本身的形式和意義的結合而傳達出來的。英語致使移動構式并非只有一個單一而固定的含義,它的語義是由一個典型的中心語義和四個由此而延伸出來的非典型語義而構成。本研究主要以Goldberg的構式語法,Fauconnier和Turner的概念整合理論以及Mandelblit的語法整合理論為理論框架對英語致使移動構式進行研究,并在這些理論框架的基礎上,本文主要以母語為漢語的英語學習者作為研究對象,通過調查問卷和訪談的形式來研究以后問題：1.在英語知識移動構式的五種不同意義中,哪種語義對漢語母語學習者最困難?哪種語義最容易?2.在對五種意義的理解上,三個不同英語水平組在理解過程中有什么相似點和不同點?3.影響母語為漢語的英語學習者理解英語致使移動構式的因素有哪些?4.非英語專業(yè)的學習者怎樣理解非典型義的英語致使移動構式?本研究主要有以下發(fā)現(xiàn)：1)母語為漢語,二語為英語的學習者在理解不同的英語致使移動構式句時都存著這樣的傾向和趨勢：調查研究結果顯示,研究對象對其典型意義“直接致使移動”理解情況最好,對其擴展意義中“能夠致使”的理解最差。而對“幫助致使”,“蘊涵致使”和“阻止致使”這三種擴展語義理解情況按順序位于居中。2)在對五種意義的理解方面,相對于低水平和中水平的英語學習者而言,高水平英語學習者在理解非典型的致使移動構式時更容易。3)母語為漢語,二語為英語的學習者對不同語義的英語致使移動構式理解和所需認知加工不同的原因大致為：第一,實驗對象易受母語負遷移的影響：第二,過度概括：第三,漢語固定思維以及對英語致使移動構式的直接翻譯。4)在理解非典型的致使移動構式時,非英語專業(yè)學習者要付出更多的認知努力。他們更加傾向于通過動詞的意思,動詞組合以及句子的翻譯來理解句子,而英語專業(yè)學習者更加傾向于將句子看作一個整體來理解,即按照構式來理解。
[Abstract]:English causative mobile construction is an important part of construction grammar. It is not only an important semantic concept, but also conveys the basic experience of people's daily life. The structural form of the English causative mobile construction is'[Sub]. " In this form, V is a non-static verb. The sentence form is "NP1 V NP2 Obl." and its central semantics is "X causes Y to move to Z". The meaning of English causative mobile construction can not be inferred from one of its components and combinations or from other constructions. Its meaning is conveyed by the combination of its own form and meaning. The meaning of English causative mobile construction is not only a single and fixed meaning, but also consists of a typical central meaning and four non-typical semantics that extend from it. This study focuses on the Conceptual Integration Theory of Goldberg's Constructive Grammar and Turner's Conceptual Integration Theory and Mandelblit's grammatical Integration Theory on the basis of which the English causative mobile constructions are studied. This paper focuses on native Chinese learners of English, and studies the question of "1: 1" by means of questionnaires and interviews. Which semantics is the most difficult for Chinese native language learners in the five different meanings of English knowledge moving constructions? Which semantics is the easiest. In the understanding of the five meanings, the three different English proficiency groups have any similarities and differences in the process of understanding. What are the factors that influence the understanding of mobile construction by native Chinese learners? How do non-English major learners understand atypical English causative construction? The main findings of this study are as follows: 1) Chinese as the mother tongue and second language as the second language learners tend to have such a tendency in understanding the mobile construction sentences caused by different English: the results of the study show that, The study subjects had the best understanding of the typical meaning of "direct cause movement" and the worst understanding of "can cause" in its extended meaning. For "help cause", "implication cause" and "stop cause", the three kinds of extended semantic understanding are in the middle of the order) in terms of the understanding of the five meanings, compared with the low and middle level English learners, It is easier for high level English learners to understand atypical mobile constructions (3) Chinese as their mother tongue, and second language learners (L2) for different reasons for different understanding and cognitive processing of mobile constructions with different semantics: first, Subjects are susceptible to negative transfer of their mother tongue: second, overgeneralization: third, Chinese fixed thinking and direct translation of English causative mobile constructions. Non-English major learners have to make more cognitive efforts. They tend to understand sentences through verb meaning, verb combination and sentence translation, while English majors tend to understand sentences as a whole, that is, by construction.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：H319
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本文編號：2174994