本文選題：玩　切入點(diǎn)：play　出處：《吉林大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：詞匯是語(yǔ)言意義的主要載體，研究詞匯的文化語(yǔ)義，對(duì)語(yǔ)言教學(xué)與學(xué)習(xí)是至關(guān)重要的。詞匯的概念意義是詞匯最基本的意義，詞典的編撰就是用概念意義對(duì)詞匯進(jìn)行注釋，，所以概念意義是可以通過查字典獲取的。但是文化語(yǔ)義具有隱含性的特征，文化語(yǔ)義往往是隱藏在概念意義背后的，僅從字面意義是很難理解其含義的，因此詞匯的文化語(yǔ)義是外語(yǔ)學(xué)習(xí)者的一個(gè)難點(diǎn)。 文化語(yǔ)義學(xué)可以通過研究一種語(yǔ)言所蘊(yùn)含的文化內(nèi)涵來發(fā)掘文化與語(yǔ)義的作用規(guī)律。然而傳統(tǒng)的文化語(yǔ)義研究方法主要是基于結(jié)構(gòu)主義語(yǔ)義學(xué)，這種傳統(tǒng)方法有時(shí)對(duì)一些文化語(yǔ)義現(xiàn)象無(wú)法作出合理的解釋。本文在對(duì)詞匯文化語(yǔ)義進(jìn)行研究時(shí)，把文化模式和認(rèn)知模式結(jié)合起來，對(duì)傳統(tǒng)研究方法無(wú)法解釋的文化語(yǔ)義現(xiàn)象給出令人信服的合理的解釋，因此本文的研究成果是文化模式和認(rèn)知模式共同作用于詞匯文化語(yǔ)義的結(jié)果。 本文主要研究在對(duì)“英”漢語(yǔ)教學(xué)中“玩”與“play”的文化語(yǔ)義認(rèn)知，通過對(duì)“玩”與“play”的文化語(yǔ)義中的隱喻認(rèn)知研究，達(dá)到舉一反三的目的，對(duì)其他詞匯的文化語(yǔ)義學(xué)習(xí)起到借鑒和指導(dǎo)作用，并使更多的語(yǔ)言教育者和語(yǔ)言學(xué)習(xí)者，意識(shí)到詞匯文化語(yǔ)義的重要性。 本文正文主要分為三大部分。第一部分分析“玩”與“play”的本義，從它們的字典義項(xiàng)入手進(jìn)行分析，通過條分縷析，明晰“玩”與“play”的本義，同時(shí)也明確了原型義項(xiàng)、語(yǔ)義范疇等概念。第二部分是本文研究的重點(diǎn)，主要是分析“玩”與“play”產(chǎn)生的文化語(yǔ)義隱喻認(rèn)知�！巴妗迸c“play”的文化隱喻認(rèn)知有著部分共同取向，然而不同的民族文化差異使得這兩個(gè)詞匯的文化語(yǔ)義認(rèn)知也必然是同中有異，本文不但找出了這些異同，而且針對(duì)產(chǎn)生這些異同的原因進(jìn)行了探討。第三部分是本文研究的目的所在，即為對(duì)“英”漢語(yǔ)教學(xué)服務(wù)。在研究“玩”與“play”的文化語(yǔ)義隱喻認(rèn)知的基礎(chǔ)上，總結(jié)了對(duì)“英”漢語(yǔ)教學(xué)的一些教學(xué)策略，這些策略不單單可以應(yīng)用于“玩”與“play”的教學(xué)，它們同時(shí)也適用于所有具有文化語(yǔ)義的漢語(yǔ)詞匯教學(xué)。最后在結(jié)論部分既指出了本文研究成果的創(chuàng)新之處，同時(shí)也總結(jié)了本文研究的局限性。
[Abstract]:Vocabulary is the main carrier of language meaning. It is very important for language teaching and learning to study the cultural semantics of vocabulary. The conceptual meaning of vocabulary is the most basic meaning of vocabulary, and the compilation of dictionaries is to annotate words with conceptual meaning. So the concept meaning can be obtained by looking up the dictionary. But the cultural meaning has the implicit characteristic, the cultural meaning is often hidden behind the concept meaning, it is very difficult to understand its meaning only from the literal meaning. Therefore, the cultural semantics of vocabulary is a difficulty for foreign language learners. Cultural semantics can explore the rules of culture and semantics by studying the cultural connotations contained in a language. However, the traditional research methods of cultural semantics are mainly based on structuralist semantics. This traditional method can not explain some cultural semantic phenomena reasonably. In this paper, we combine the cultural model with the cognitive model in the study of lexical cultural semantics. This paper gives a convincing and reasonable explanation of the cultural semantic phenomenon which can not be explained by the traditional research methods, so the research result of this paper is that the cultural model and the cognitive model act together on the lexical cultural semantics. This paper mainly studies the cultural semantic cognition of "play" and "play" in the teaching of "English" and "play". By studying the metaphorical cognition of "play" and "play", the purpose of this thesis is to draw a conclusion from one another. It can be used as a reference and guide to the cultural semantic learning of other words and make more language educators and language learners realize the importance of lexical cultural semantics. The main body of this paper is divided into three parts. The first part analyzes the original meaning of "play" and "play", starts with their dictionary meanings, and clarifies the original meaning of "play" and "play" through continuous analysis, and at the same time clarifies the prototype meaning. The second part is to analyze the cultural semantic metaphor cognition of "play" and "play". The cultural metaphorical cognition of "play" and "play" has some common orientation. However, the cultural and semantic cognition of these two words is bound to be different due to the difference of national culture. This paper not only finds out these similarities and differences, The third part is the purpose of this study, which is to serve the teaching of "English" and Chinese. On the basis of studying the cultural semantic metaphor cognition of "play" and "play", the third part discusses the reasons for these similarities and differences. This paper summarizes some teaching strategies for English and Chinese teaching, which can not only be applied to the teaching of "play" and "play". At the same time, they can be applied to all Chinese vocabulary teaching with cultural semantics. Finally, in the conclusion part, the author points out the innovation of the research results and summarizes the limitations of this study.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

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