本文選題：視覺動詞 + 范疇�。� 參考：《北京語言大學》2017年碩士論文

【摘要】：視覺動詞在漢語和英語中都具有常用性,在使用中表現(xiàn)出語義的豐富性和復雜性。本文嘗試運用認知語言學的范疇化理論,在對漢英兩種語料進行統(tǒng)計分析的基礎上,構建漢英“看”類動詞的語義范疇,并進行范疇的對比分析,在此基礎上考察留學生對漢語視覺動詞“看”和“見”的習得情況。本文研究所使用的現(xiàn)代漢語語料來自北京語言大學“現(xiàn)代漢語研究語料庫系統(tǒng)”,英語語料來自《柯林斯詞典》,同時還參考了《牛津高階英漢雙解詞典》中的相關語料。我們對兩種語言的語料進行統(tǒng)計與分析,根據(jù)認知語言學范疇化理論,并借鑒以往學者們對視覺動詞的相關研究成果,構建出漢英兩種語言“看”類動詞的語義范疇;本文的中介語語料來自北京語言大學的“漢語中介語語料庫系統(tǒng)”和“HSK動態(tài)作文語料庫”,在漢英“看”類動詞語義范疇對比分析的基礎上,我們運用第二語言習得相關理論考察留學生的相關習得情況。本研究主要得出以下結論:(1)漢英兩種語言“看”類動詞次范疇化的途徑表現(xiàn)為兩類:輻射狀與連鎖狀,范疇成員在范疇中的地位是不平等的,根據(jù)與原型義的語義關系,有邊緣成員和次邊緣成員之分,以此構成詞語的多義范疇。(2)兩種語言“看”類動詞語義范疇的延伸存在一定相似性,范疇語義的發(fā)展均體現(xiàn)出由視覺域到心理認知域再到言語行為域的發(fā)展現(xiàn)象,范疇語義間的延伸方式類似,都存在主觀化傾向,并不同程度地運用了隱喻與轉喻的思維方式。(3)兩種語言“看”類動詞在次范疇的表達上具有較高對應性,多數(shù)次范疇都能在對方語言里找到相對應的范疇表達,同時,由于不同民族之間一定程度的認知差異,兩種語言在次范疇的表達上也存在一定程度的差異性。(4)漢英“看”類動詞次范疇中詞語的對應選擇是有差異的,形成了詞與詞之間的不對應關系,給學習者習得帶來一定困難。(5)留學生對“看”的習得情況好于“見”,影響留學生習得漢語“看”類動詞的因素有:兩種語言范疇的相似性程度、范疇語義的抽象性程度、留學生的漢語水平和范疇在目的語中的使用率。另外,漢英范疇表達中詞語的不對應關系、母語或目的語知識的負遷移以及漢語詞語在句中語法表現(xiàn)上的特殊性都可能造成留學生在使用中偏誤的出現(xiàn)。(6)針對漢語視覺動詞“看”和“見”的教學,可以參考它們各類范疇語義在目的語中的使用頻度以及次范疇與中心范疇在語義上的相關性進行教學,教師可以綜合對以上兩點的考慮,并根據(jù)學生的漢語水平進行有所側重、有所安排的教學。
[Abstract]:Visual verbs are commonly used in both Chinese and English, and show semantic richness and complexity in their use. This paper attempts to use the categorization theory of cognitive linguistics, on the basis of the statistical analysis of Chinese and English corpus, to construct the semantic category of Chinese-English "look" verbs, and make a comparative analysis of the categories. On this basis, the acquisition of Chinese visual verbs "see" and "see" is investigated. The modern Chinese corpus used in this study comes from the Modern Chinese Research Corpus system of Beijing language and language University, and the English corpus from Collins Dictionary, as well as the relevant data from Oxford High order English-Chinese Dictionary. Based on the categorization theory of cognitive linguistics and the previous research results of visual verbs, we construct the semantic category of "look" verbs in both Chinese and English. The interlanguage corpus of this thesis comes from the Chinese interlanguage Corpus system and the HSK dynamic composition Corpus of Beijing language and language University. We use the theory of second language acquisition (SLA) to investigate the relevant acquisition of foreign students. The main conclusions of this study are as follows: (1) the way of subcategorization of "look" verbs in Chinese and English is manifested in two categories: radiation and linkage, the status of category members in the category is unequal, according to the semantic relationship with the archetypal meaning. There are differences between marginal members and sub-marginal members, which constitute the polysemous category of the words. (2) the extension of semantic category of "look" verbs in two languages has some similarities. The development of category semantics reflects the development from visual domain to psychological cognition domain to speech act domain. The extension of category semantics is similar, and there is a tendency of subjectivization. Different degrees of metonymy and metonymy are used in two languages, I. E. metonymy and metonymy. The verb of "look" has a high correspondence in the expression of subcategory, and many categories can find the corresponding category expression in the other language, at the same time. Due to the cognitive differences between different ethnic groups, there is also a certain degree of difference in the expression of sub-categories between the two languages. (4) there are differences in the corresponding choice of words in the subcategory of "look" verbs in Chinese and English. The uncorrespondence between words and words is formed, which brings some difficulties to learners' acquisition. (5) the acquisition of "see" by foreign students is better than that of "see". The factors that influence the foreign students' acquisition of Chinese "look" verbs are: the degree of similarity between the two language categories, the degree of abstraction of category semantics, the Chinese level of foreign students and the utilization rate of categories in the target language. In addition, the non-correspondence of words and expressions in Chinese and English categorical expressions, The negative transfer of the knowledge of mother tongue or target language and the particularity of the grammatical expression of Chinese words in the sentence may result in the occurrence of errors in the use of foreign students. (6) the teaching of Chinese visual verbs "see" and "see". We can refer to their frequency of use in the target language and the semantic correlation between the sub-category and the central category. The teacher can synthetically consider the above two points and focus on the students' Chinese proficiency. Arranged teaching
【學位授予單位】：北京語言大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H195.3

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