【作者】 顾倩；

【导师】 卢福波；

【作者基本信息】 南开大学 ， 语言学及应用语言学， 2013， 博士

【摘要】 本文以“汉语词语的时空域及喻域研究”为题,从认知语言学的理论和体验哲学的观点出发,以垂直空间词语“上”、水平空间泛向词语“旁”、空间属性词语“大”、空间位移词语“来”为例,对其在空间域、时间域及喻域的表达进行梳理,对其句法结构和语用价值等方面进行阐释,旨在深入探求空间域在人类认知中的重要地位,强调人类对空间域的感知体验能够运用转喻、隐喻等认知机映射到时间域和其他喻域中,并通过语言反映出来。本文从认知语言学出发,梳理词语的空间域、时间域和其他喻域的表达,认为汉语词语多语域表达的现象主要是隐喻和转喻机制的作用的结果,由空间域向时间域和喻域映射的过程。我们还将证实汉语的句法结构同样受到空间域表达特征影响,空间域的表达特征映射到句法结构中,对句法结构的构成具有影响和制约,并在语言使用过程中产生与其相关的语用价值。我们结合汉语表达的认知情况,结合留学生在汉语学习过程中产生的偏误,提出教学的策略,展现教学过程,认为对外汉语教学可以从人类共同感知的空间域出发,进入抽象的时间域和喻域的理解、教学和使用。论文共分七章。第一章为绪论,介绍本文的选题缘起和研究对象,认为空间域是人类生存和认知的基本场所,对空间的感知可以从对空间方向位置的标示、对空间属性的描述和在空间中的活动三方面进行。所以本文选择标示空间水平方位的方位词“旁”、垂直方位的方位词“上”、描述空间属性的量度形容词“大”和表示空间位移的位移动词“来”作为研究对象,结合教学和使用的需要,揭示这些具有空间感的词语在空间域、时间域和喻域表达中的映射关系,从而提出对外汉语教学的策略和过程。在绪论中我们还介绍了论文的语料来源、提出了论文内容的框架。第二章为论文的理论基础,介绍关于空间域、时间域和其他喻域的认知情况,指出人们认知空间域的方式,并通过空间域的隐喻认知汉语时间域和其他喻域,空间域语言表达的特征通过隐喻机制和转喻机制映射到时间域和其他喻域中。第三章从垂直空间域词语“上”的空间意象原型着眼,对其意象图式分类,认为“上”和“下”不对称现象主要来源于附着原型的不对称,本章对“地上”和“地下”在古代汉语文献和方言中的情况进行详细的梳理,认为二者同义的原因是南北方言在构词时选取的空间域意象原型的差异；我们从意象原型的角度对比“V上"结构和“V起来”结构,认为二者的差异正是“上”空间域附着语义特征映射到时间域的结果。在本章的最后,以时间域起始义的“V上”结构为例,提出从空间域到时间域的语法结构教学策略。第四章介绍水平空间泛向方位词“旁"的空间意象图式,在语料统计的基础上指出汉语中“旁”所指示的方位类型,并将空间域的意象图式映射到喻域中,解释由“旁”构成词语的概念引申。本章在对众多对外汉语教学教材的统计中发现,对外汉语方位教学中对“旁”的重视程度不够,导致学生泛向方位词使用时出现要么不用要么错用的现象,泛向方位词的隐喻现象更加难以掌握。我们针对这种现象,提出从空间域到喻域的语义教学方法,使留学生能更好地掌握泛向方位词和其对应的喻域表达。第五章从空间域出发,对“大”在时间域和喻域的表达进行了梳理,认为“大”在时间域和喻域的语义都来自于“大"在空间域的语义映射,即占据空间的体积超出常量,在语言使用中,“大”可能产生过量的意象,在语用中带来否定的情感倾向。本章对“大+时间名词+的”结构进行研究,对该结构中“大”和“时间名词”组配的原因来源于“大”从空间域到时间域和喻域的映射,认为“大"和“时间名词”组配后,语境中产生了过量的语义,这种语义使该结构带有否定的情感倾向。最后,我们针对“大+时间名词+的”结构教学中的偏误提出了教学策略,并设计了该结构的教学过程。第六章对空间域中位移动词“来”的语域表达进行梳理,认为“来”在空间域的概念和特征是人们认知其在时间域和其他喻域的基础。本章详细分析了时间域中表示起始义“V起O来”结构和“V起O”结构的差异,得出这样的结论：时间域表起始义“V起O来”结构和“V起O”结构的差异在于“来”在空间域中的过程性和终点参照性在时间域中的映射。本章针对对外汉语课堂教学中留学生经常提出的表起始义“V起O来”结构和“V起O”结构的差异问题,提出了教学策略和教学过程。第七章为结语,总结汉语语言表达从空间域到时间域及喻域映射的特点及其在语言表达上的反映,并将语言研究成果应用于对外汉语课堂教学中,最后指出本研究的局限和不足。更多还原

【Abstract】 This dissertation, A Study of Space Domain, Time Domain, Metaphor and Metonymy Domain in Mandarin Chinese, the study based on the theory of cognitive grammar and experience philosophy, take the cases of expression on SHANG(上),which is the vertical orientation word; PANG(旁), which is the horizontal orientation word; DA(大),which is the spatial predicated word; LAI(来),which is the spatial movement verb. In our study, we analyze the stucture and the pragmatic of the expression of these words in space domain, time domain, metaphor and metonymy domain, from which, we can realize the importance of space domain in human’s cognition. Language reflects the mapping from spatial cognition to time domain and other domains by metaphor and metonymy.In the prospective of cognitive linguistics, the expressions in spatial domain, time domain and other metaphor/metonymy domains of words are illustrated. It is argued that multi-domain expressions are mainly resulted from the effect of metaphor/metonymy mechanism, which bring about a mapping process from spatial domain to temporal and other domains. And furthermore, we argue that Chinese syntax is affected by expressional properties of spatial domain, i.e. expressional properties of spatial domain are projected onto syntax structure (the latter is affected and restricted by the former hence), and related pragmatic significance are created in language using accordingly. Based on Chinese cognitive properties and errors made by foreign learners, teaching strategies and process are suggested. We can take the course from the spatial domain, which is the universal cognition for human beings, into the abstract temporal domain and metaphor/metonymy domains in Teaching Chinese as a foreign languageThe thesis consists of seven chapters.Chapter1is Introduction, addressing reasons and objects of the thesis. Since space (spatial domain) is the basic room to live and percept for people, cognition on space is realized in the three following aspects:1) indications for directions and locations in space;2) descriptions on space properties;3) activities in space. As a result, four words, i.e. PANG(旁),which is a location word indicating horizontal position; SHANG(上),which is a location word indicating vertical position; DA(大),which is a measure adjective describing the spatial properties, and LAI (来),which is a movement verb indicating displacement, are chosen as studying cases. We also introduced the sources corpus, and proposed the framework of the thesis.Chapter2addresses the theoretical basis of the thesis. The cognition of spatial domain, temporal domain and other metaphor/metonymy domains and human beings’ cognitive patterns of space are introduced. By spatial domain, people cognize temporal and other domains in Chinese. With metaphor and metonymy mechanisms, expressions of spatial domain project onto temporal and other domains.Chapter3concentrate the analysis on SHANG(上).The image schema of SHANG(上)was classified in the view of spatial image prototype. It is stated that asymmetry between SHANG(上)and XIA (下)are caused by the asymmetry of attaching prototype. The usage of DISHANG(地上)and DIXIA(地下)in ancient Chinese and Chinese dialects are examined and assorted carefully. It concludes that the synonyms (DISHANG(地上)&DIXIA(地下))are resulted from the differences of image prototype in spatial domain chosen for word formation between southern and northern Chinese dialects."V+SHANG(上)”and "V+QILAI(起来)”,both constructions indicating inchoative aspect, are compared in the view of image prototype, showing that the differences come from [+attachment] of SHANG(上),which projects onto temporal domain. Finally,"V+SHANG(上)”are taken as an example to show the teaching strategies from spatial domain to temporal domain for syntax constructions.Chapter4describes spatial image schema of PANG(旁),which is a multi-orientational location word in horizontal dimension, addresses the location category via corpus statistics, and explains the concept extending of words comprised with PANG via the projecting from space domain to the other domains. Based on a survey on a number of Chinese textbooks, it shows that no enough emphasis is placed on PANG(旁),which caused ignorance or misusage about the multi-orientational location word. And the metaphor of multi-orientational location word is more difficult to grasp. Our response to this phenomenon is a proposal about semantic teaching method from spatial domain to metaphor/metonymy domains, which can enhance students’grasp on multi-orientational location word and it’s meanings in metaphor/metonymy domains.Chapter5describes the usages of DA(大)in temporal domain and other domains. Meanings of DA(大)in temporal and metaphor/metonym domains are resulted from the projection from spatial domain (the space is over occupied than the normal). A new meaning (OVERLOADING) comes into being in language use and negative emotion arises consequently in pragmatics."DA(大)+time nouns+DE(的)”constructions are analyzed as following:combination "DA (大)”and "time noun" originated from the mapping between spatial and temporal/metaphor/metonym domains, and the meaning of OVERLOADING arises in context, which creates the negative moods. Teaching strategies and designs of "DA(大)+time nouns+DE (的)" constructions are suggested on the base of learners’ errors.Chapter6studies the expression of word "Lai", which is the spatial movement word. We suggest that the concept and the characteristic of "Lai" in spatial domain is the cognitive understructure of time domain, metaphor and metonymy domain. In this chapter, we compare two structures in time domain, which is "V+QI(起)+O" and "V+QI(起)+O+LAI(来)"."V+QI (起)+O" and "V+QI(起)+O+LAI(来)’’structure have the same semantic meaning in mandarin Chinese, but the syntactic structure are different."LAI(来)”indicate a process in space and it take a reference as an end point. The reason of this language phenomenon is the characteristic of "LAI(来)’’in spatial domain mapping to time domain by the cognitive mechanism of metaphor. We use this conclusion of the two structures in second language teaching of Chinese.Chapter7summarizes the reflection of language in mandarin Chinese on the mapping from spatial domain to time domain, metaphor and metonymy. We use the conclusions in second language teaching of Chinese. At the end of this chapter, we point out the innovation and the limitation of this thesis.更多还原