發(fā)布時間：2023-05-30 18:55

　　語言與社會政治和文化的發(fā)展息息相關(guān)。詞匯是語言發(fā)展中最活躍的要素。隨著新事物、新思想、新現(xiàn)象的出現(xiàn),新詞便隨之產(chǎn)生。新詞是指近期出現(xiàn)在英漢語中的,具有新意義和新形態(tài)的詞或者短語,或者是指原有的詞匯,由于社會文化的發(fā)展,從而產(chǎn)生了新的意義或者意義發(fā)生了轉(zhuǎn)移。近年來,新詞的不斷涌現(xiàn)引起了語言學(xué)者的關(guān)注�？v觀國內(nèi)外的相關(guān)研究,可以發(fā)現(xiàn)當(dāng)前有關(guān)新詞的研究主要集中在內(nèi)部機制上,有人從認知語言學(xué)的角度對新詞進行了研究,但少有人從概念轉(zhuǎn)喻理論角度對英漢新詞進行對比分析�；诖�,本文以概念轉(zhuǎn)喻理論為基礎(chǔ),以Radden和K?vecses(1999)在Lakoff的理想化認知模型下所建立的轉(zhuǎn)喻生成機制分類為理論框架。主要探討以下三個問題:(1)概念轉(zhuǎn)喻理論對英漢新詞的創(chuàng)造和理解有何作用?(2)英漢新詞的概念轉(zhuǎn)喻生成機制的異同以及原因?(3)概念轉(zhuǎn)喻理論對二語學(xué)習(xí)有何啟示?為解決研究問題,本文以2017年出現(xiàn)在英語新詞網(wǎng)站W(wǎng)ord Spy和Cambridge Dictionary上的英語新詞及出現(xiàn)在《2017漢語新詞語》一書中的中文新詞為語料。所采取的研究方法是基于一定語料的定性分析。研究發(fā)現(xiàn):(1)概念...

【文章頁數(shù)】：75 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the study
    1.2 Significance of the study
    1.3 Overall structure of the thesis
Chapter Two Previous Studies on Neologisms
    2.1 Definitions of neologisms
    2.2 Classifications of neologisms
    2.3 Related studies on neologisms at home and abroad
        2.3.1 Studies of neologisms abroad
        2.3.2 Studies of neologisms at home
Chapter Three Theoretical Framework Based on Conceptual Metonymy
    3.1 Idealized Cognitive Model
    3.2 The conceptual metonymy theory
        3.2.1 Conceptual metonymy from the perspective of rhetoric
        3.2.2 Conceptual metonymy from the perspective of cognitive linguistics
        3.2.3 Summary
    3.3 The classification of conceptual metonymy based on Idealized CognitiveModel
Chapter Four Contrastive Analysis of Generation Mechanisms of Englishand Chinese Neologisms
    4.1 The generation mechanisms of English neologisms based on conceptualmetonymy
        4.1.1 Conceptual metonymy between whole and its part
        4.1.2 Conceptual metonymy between parts of the whole
        4.1.3 Summary
    4.2 The generation mechanisms of Chinese neologisms based on conceptualmetonymy
        4.2.1 Conceptual metonymy between whole and its part
        4.2.2 Conceptual metonymy between parts of the whole
        4.2.3 Summary
    4.3 Similarities and differences of generation mechanisms of English and Chineseneologisms based on conceptual metonymy
        4.3.1 Similarities
        4.3.2 Differences
        4.3.3 Summary
Chapter Five Conclusion
    5.1 Major findings
    5.2 Implications for second language learning
    5.3 Limitations and suggestions
References
Papers Published during MA Program
Acknowledgements



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