源于英語(yǔ)的漢語(yǔ)構(gòu)詞成分的認(rèn)知研究
發(fā)布時(shí)間：2019-03-14 14:35
【摘要】：外來(lái)詞一直以來(lái)都是漢語(yǔ)研究的一大熱點(diǎn),大部分的語(yǔ)言學(xué)家對(duì)于外來(lái)詞進(jìn)行了較為詳細(xì)的研究,并取得了一定的成果。近幾十年來(lái),隨著中外文化交流的日益增加,外來(lái)詞大量涌現(xiàn),其對(duì)于漢語(yǔ)詞匯系統(tǒng)產(chǎn)生了一定程度的影響。不少外來(lái)詞縮減音節(jié)后參與構(gòu)成新的漢語(yǔ)形式單位,并形成了一些詞群。上述現(xiàn)象引起了語(yǔ)言學(xué)家極大的興趣,并已取得了一些研究成果,例如研究對(duì)象越來(lái)越具體化,從外來(lái)詞變?yōu)榱藵h語(yǔ)中的外來(lái)構(gòu)詞成分。然而,大多數(shù)關(guān)于外來(lái)構(gòu)詞成分的研究卻局限于它們的形成過(guò)程,認(rèn)知角度的研究目前來(lái)說(shuō)還比較少見(jiàn)。 本文以認(rèn)知語(yǔ)言學(xué)的兩個(gè)重要的知識(shí)結(jié)構(gòu)理論,框架語(yǔ)義學(xué)和概念域理論為理論基礎(chǔ),嘗試對(duì)源于英語(yǔ)的漢語(yǔ)構(gòu)詞成分進(jìn)行認(rèn)知研究。從報(bào)紙和網(wǎng)絡(luò)上收集來(lái)的二十個(gè)源于英語(yǔ)的漢語(yǔ)構(gòu)詞成分以及四百多個(gè)含有這些構(gòu)詞成分的漢語(yǔ)形式單位成為了本文的研究對(duì)象。多種分析方法如定性,內(nèi)省,歸納,推理等被用來(lái)探究這些構(gòu)詞成分從外來(lái)詞中選擇出來(lái)的過(guò)程以及含有它們的漢語(yǔ)形式單位形成過(guò)程背后的認(rèn)知理?yè)?jù)。 首先,本文探究了含有這些英源構(gòu)詞成分的外來(lái)詞借用的翻譯方法,并對(duì)上述構(gòu)詞成分進(jìn)行了分類。根據(jù)它們的形式,源于英語(yǔ)的構(gòu)詞成分被分為兩類：外來(lái)詞整體和外來(lái)詞的某一部分。而根據(jù)音節(jié)的數(shù)量,外來(lái)詞整體作為構(gòu)詞成分的情況又可分為單音節(jié)和雙音節(jié)兩類。對(duì)于英源外來(lái)詞的某一部分成為漢語(yǔ)構(gòu)詞成分的現(xiàn)象,本文從詞概念框架的角度出發(fā),嘗試性地探究了這些英源構(gòu)詞成分形成的認(rèn)知理?yè)?jù),研究發(fā)現(xiàn)：外來(lái)詞的不同成分所能激活的詞概念框架的大小,它們之間的相互關(guān)系以及框架內(nèi)部元素的集中性,都對(duì)漢語(yǔ)構(gòu)詞成分的選擇有著重要的影響。 之后本文又以含有五個(gè)源于英語(yǔ)的構(gòu)詞成分的形式單位群為例,從詞概念框架的角度研究了其形成過(guò)程,從而探究其背后的認(rèn)知理?yè)?jù)：形式單位的生成是基于以某一詞概念為中心的詞概念框架的,換言之,不同的成分或詞突顯詞概念框架中的不同成分 隨后,本文又根據(jù)英源構(gòu)詞成分的不同位置對(duì)這些形式單位進(jìn)行了形式分析,并得出如下的結(jié)論：英源構(gòu)詞成分總是位于詞首的形式單位群和總是位于詞尾的形式單位群幾乎均為定中式；英源構(gòu)詞成分位置不定的形式單位群中,形式單位大多是定中式,少數(shù)是動(dòng)賓式,個(gè)別的情況下是狀中式；英源構(gòu)詞成分可為形容詞性或名詞性； 最后,本文對(duì)位于不同位置的同一構(gòu)詞成分的語(yǔ)義進(jìn)行了分析,并發(fā)現(xiàn)了如下現(xiàn)象：當(dāng)構(gòu)詞成分位于詞首時(shí),其語(yǔ)義和相關(guān)的外來(lái)詞的意義大體一致。當(dāng)構(gòu)詞成分位于詞尾時(shí),其語(yǔ)義可能會(huì)發(fā)生變化,擴(kuò)大或者引申出其他新的意義。
[Abstract]:Loanwords have always been a hot topic in the study of Chinese. Most linguists have studied loanwords in detail and achieved some achievements. In recent decades, with the increasing cultural exchanges between China and foreign countries, loanwords emerge in large numbers, which has a certain degree of influence on the Chinese vocabulary system. Many loanwords participate in the formation of new Chinese form units after reducing syllables, and form some groups of words. These phenomena have aroused great interest of linguists, and have obtained some research results, for example, the research objects are becoming more and more specific, from loanwords to foreign word-forming elements in Chinese. However, most of the studies on foreign word-forming elements are limited to their formation process, and cognitive research is still relatively rare. Based on the two important knowledge structure theories of cognitive linguistics, frame semantics and conceptual domain theory, this paper attempts to make a cognitive study of Chinese word-formation elements derived from English. Twenty Chinese word-formation elements derived from English and more than 400 Chinese formal units containing these word-formation elements collected from newspapers and the Internet have become the research objects of this paper. Many analytical methods, such as qualitative, introspection, induction and reasoning, are used to explore the cognitive motivation behind the selection of these word-formation components from loanwords and the formation of Chinese form units containing them. Firstly, this paper explores the translation methods of loanword borrowing which contain these English word-building elements, and classifies the above-mentioned word-building elements. According to their forms, word-formation elements derived from English are divided into two categories: the whole of loanwords and a certain part of loanwords. According to the number of syllables, loanwords can be divided into monosyllabic and disyllabic. With regard to the phenomenon that a part of English loanwords has become a part of Chinese word formation, this paper attempts to explore the cognitive motivation of the formation of these English word formation components from the perspective of the conceptual framework of words. It is found that the size of the conceptual framework of words that can be activated by different components of loanwords, the relationship between them and the centralization of elements within the frame have an important impact on the choice of word-formation components in Chinese. Then, taking the formal unit group which contains five word-forming elements from English as an example, this paper studies its formation process from the perspective of the conceptual framework of words. Thus exploring the cognitive motivation behind it: the formation of formal units is based on the conceptual framework of a word centered on the concept of a word, in other words, different components or different elements of the conceptual framework of the word highlight the following. This paper also makes a formal analysis of these formal units according to the different positions of English word-formation components. And draw the following conclusions: English word-formation components are always located at the beginning of the formal unit group and always at the end of the formal unit group are almost all definite-Chinese style; In the group of formal units with uncertain positions of English word-forming elements, most of the formal units are definite-Chinese, a few are verb-object, and in some cases are adverbial-Chinese, the English word-formation elements can be used to describe the part of speech or nominality, and the English word-formation elements can be used as adjectives or nominals. Finally, this paper analyzes the semantics of the same word-formation components in different positions, and finds the following phenomena: when the word-formation components are located at the beginning of the word, their semantics are generally the same as the meaning of the related loanwords. When the word-formation component is at the end of the word, its semantics may change, expand or extend other new meanings.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H146
本文編號(hào)：2440069
[Abstract]:Loanwords have always been a hot topic in the study of Chinese. Most linguists have studied loanwords in detail and achieved some achievements. In recent decades, with the increasing cultural exchanges between China and foreign countries, loanwords emerge in large numbers, which has a certain degree of influence on the Chinese vocabulary system. Many loanwords participate in the formation of new Chinese form units after reducing syllables, and form some groups of words. These phenomena have aroused great interest of linguists, and have obtained some research results, for example, the research objects are becoming more and more specific, from loanwords to foreign word-forming elements in Chinese. However, most of the studies on foreign word-forming elements are limited to their formation process, and cognitive research is still relatively rare. Based on the two important knowledge structure theories of cognitive linguistics, frame semantics and conceptual domain theory, this paper attempts to make a cognitive study of Chinese word-formation elements derived from English. Twenty Chinese word-formation elements derived from English and more than 400 Chinese formal units containing these word-formation elements collected from newspapers and the Internet have become the research objects of this paper. Many analytical methods, such as qualitative, introspection, induction and reasoning, are used to explore the cognitive motivation behind the selection of these word-formation components from loanwords and the formation of Chinese form units containing them. Firstly, this paper explores the translation methods of loanword borrowing which contain these English word-building elements, and classifies the above-mentioned word-building elements. According to their forms, word-formation elements derived from English are divided into two categories: the whole of loanwords and a certain part of loanwords. According to the number of syllables, loanwords can be divided into monosyllabic and disyllabic. With regard to the phenomenon that a part of English loanwords has become a part of Chinese word formation, this paper attempts to explore the cognitive motivation of the formation of these English word formation components from the perspective of the conceptual framework of words. It is found that the size of the conceptual framework of words that can be activated by different components of loanwords, the relationship between them and the centralization of elements within the frame have an important impact on the choice of word-formation components in Chinese. Then, taking the formal unit group which contains five word-forming elements from English as an example, this paper studies its formation process from the perspective of the conceptual framework of words. Thus exploring the cognitive motivation behind it: the formation of formal units is based on the conceptual framework of a word centered on the concept of a word, in other words, different components or different elements of the conceptual framework of the word highlight the following. This paper also makes a formal analysis of these formal units according to the different positions of English word-formation components. And draw the following conclusions: English word-formation components are always located at the beginning of the formal unit group and always at the end of the formal unit group are almost all definite-Chinese style; In the group of formal units with uncertain positions of English word-forming elements, most of the formal units are definite-Chinese, a few are verb-object, and in some cases are adverbial-Chinese, the English word-formation elements can be used to describe the part of speech or nominality, and the English word-formation elements can be used as adjectives or nominals. Finally, this paper analyzes the semantics of the same word-formation components in different positions, and finds the following phenomena: when the word-formation components are located at the beginning of the word, their semantics are generally the same as the meaning of the related loanwords. When the word-formation component is at the end of the word, its semantics may change, expand or extend other new meanings.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H146
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，本文編號(hào)：2440069
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