本文選題：色彩語碼 + 整合模式��； 參考：《延安大學》2013年碩士論文

【摘要】：顏色詞是語言系統(tǒng)的重要組成部分,一直是語言學家研究的重點.國內外很多語言學家和學者都從不同方面對顏色詞進行過研究,成果頗豐.但其中涉及我國少數(shù)民族語言顏色詞的研究成果很少,對少數(shù)民族語言與其他語言顏色詞作認知對比分析的就更少.本文以維吾爾族中學生對英漢維色彩語碼認知為研究對象,結合認知語言學和色彩整合模式對維吾爾族中學生的英漢維色彩語碼進行研究,是綜合運用所學知識進行實際研究的一次嘗試. 認知語言學中,范疇化的原型理論也是源于對顏色詞的研究.本論文試將原型范疇理論與Berlin＆Kay提出的基本色彩詞理論結合在楊永林教授的色彩整合模式下去分析英漢維色彩語碼,將認知模式與社會文化因素結合起來,避免了以往研究的片面性.基于整合模式分析英漢維色彩語碼,發(fā)現(xiàn)維族中學生在不同語言中對基本色彩詞的認知基本相同,對其他色彩詞認知有所不同,再次證明了不同民族對基本色彩詞認知的共性及非基本色彩詞認知的差異. 本研究收集了烏魯木齊第58中學（區(qū)內初中班中學）112名初三年級同學對實驗文本的翻譯.統(tǒng)計和分析材料發(fā)現(xiàn),維族中學生對英漢維基本色彩語碼的認知相同（黑,白,紅,黃,藍）,對非基本色彩語碼的認知上有所不同,并通過對比學生實驗文本的翻譯及跟蹤訪問,本文獲得一些初步的認識：一方面,由于世界語言文化具有共同的基本內核,英語,漢語和維吾爾語在基本色彩詞方面具有一定的相似性,如紅色都象征積極和活力,白色都具有純潔的象征意義；另一方面,由于不同語言植根于不同的文化土壤中,維族中學生在對一些非基本色彩詞的認知上流露了不同的文化積淀. 為幫助維族中學生在學習英語過程中縮小東西兩種文化認知差異的障礙,避免英漢色彩語碼認知上的錯誤,教師應重視并培養(yǎng)維族中學生跨文化理解學習能力,廣泛閱讀英語材料,注意語言文化差異,努力克服母語環(huán)境的影響.有關教育部門應為教師提供更多的培訓交流機會,以提高教師專業(yè)知識水平和教學水平,這對外語教學和英漢維翻譯方面有很大的促進作用.
[Abstract]:Color word is an important part of language system and has been the focus of linguists. Many linguists and scholars at home and abroad have studied color words from different aspects. However, there are few researches on color words in minority languages in China, even less on the cognitive analysis of color words in minority languages and other languages. This paper takes Uygur middle school students' cognition of English and Chinese Uygur Uygur color codes as the research object, combines cognitive linguistics and color integration model to study Uygur middle school students' English and Chinese Uygur color codes. Is a comprehensive use of knowledge for practical research attempt. In cognitive linguistics, the prototype theory of categorization is also derived from the study of color words. This thesis attempts to combine the prototype category theory with the basic color word theory proposed by Berlin-Kay to analyze English and Chinese Uygur coloring codes under Professor Yang Yonglin's color integration model, combining cognitive mode with social and cultural factors. It avoids the one-sidedness of previous research. It is found that Uyghur middle school students have the same cognition of basic color words in different languages and different cognition of other color words based on the analysis of English and Chinese Uygur color codes. It also proves the differences of cognition of basic color words and non-basic color words among different nationalities. The present study collected 112 junior high school students from No. 58 Middle School in Urumqi. Statistics and analysis show that Uygur middle school students have the same cognition of Uygur basic color codes (black, white, red, yellow and blue) and different cognition of non-basic color codes. By comparing the translation and tracking of the experimental texts of the students, this paper obtains some preliminary understandings: on the one hand, because of the common core of the world language and culture, English, Chinese and Uygur have certain similarities in terms of basic color words, such as red symbolizes positive and vitality, white symbolizes purity; on the other hand, because different languages are rooted in different cultural soil, Uyghur middle school students reveal different cultural accumulation on the cognition of some non-basic color words. In order to help Uygur middle school students to narrow the barriers of the differences between the two cultures in the process of learning English, and to avoid the mistakes in the cognition of English and Chinese color codes, teachers should pay attention to and cultivate the ability of Uyghur middle school students to understand and learn across cultures. Read English materials extensively, pay attention to language and culture differences, and try to overcome the influence of native language environment. The relevant education departments should provide more opportunities for teachers to train and exchange, so as to improve teachers' professional knowledge and teaching level, which can greatly promote foreign language teaching and English-Chinese Uygur translation.
【學位授予單位】：延安大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G633.41;H0-06

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本文編號：2100879