【作者】 刘莎；

【导师】 魏俊轩；

【作者基本信息】 西南交通大学 ， 外国语言学及应用语言学， 2008， 硕士

【摘要】 多义现象是当今语言学研究的一个重要方面。传统语言学家认为心理词汇的构成是任意的,是依赖语境的,对多义现象的分析要局限在句子层面。对于介词多义现象,他们采取描述性的方式来分析,把重点放在介词与其他词类发生关系时的作用上,忽视了一个介词的多种含义之间的内在联系。认知语言学家采取了不同的分析角度:他们把介词多义研究放在首位。依据认知语言学家的观点,介词多义现象是指一个介词拥有许多相互关联却又具有区别性的意义的现象。诸多区别性意义围绕核心意义形成一个语义网络或多义网络。针对这一现象,认知语言学家们纷纷提出了自己的研究模式。其中,Tyler和Evans(2001,2003)在总结前人的基础上提出的原则性多义模式尤为突出。在这一模式中,他们提出了一套全新的术语,其中包括原型意义、原型场景、独立义项和义群。他们把介词的原型意义定义为原型场景并提出了确定原型场景和独立义项的标准。在他们看来,意义建构过程是语言学知识和非语言学知识的概念整合过程。在这一过程中,概念重组,推断策略,语用强化等认知法则发挥了重要作用。本文在认知语法的框架下,以Tyler和Evans的原则性多义模式为理论依据来分析介词Through的多义性。根据Tyler和Evans提出的标准和描写方法,本文系统地刻画了介词Through的多义网络:1)介词Through的原型场景(原型意义)是动体(Trajector)穿越有限界标(Landmark):动体(TR)从界标(LM)的一端进入(Entrance point),通过一段路径(Path)后,从界标(LM)穿出(Exit point);2)介词Through具有10个独立义项。其中,有6个义项属于“三点射程”义群,两个独立义项属于“持续到终点”义群,余下的两个独立义项则分别属于两个独立的准义群;3)“三点射程”义群、“持续到终点”义群和两个独立的准义群围绕Through的原型场景(原型意义)形成了它的多义网络。本文的研究意义主要体现在以下方面:首先,虽然一些研究者曾经对介词Through的语义作过分析,但很少有人从认知角度总结出它的语义结构,几乎没有人采用Tyler和Evans的原则性多义模式来进行分析。其次,通过对介词Through多义网络的分析,进一步证明了原则性多义模式对介词多义现象研究的可行性和有效性。第三,本文尝试提出了介词教学的新方法:中心—边缘法。希望对外语教师教学和学生培养词汇能力有所帮助。更多还原

【Abstract】 Polysemy is an important issue in the current linguistic study. Traditional linguists have argued that mental lexicon is an arbitrary list of lexemes and context-dependant. The analyses on Polysemy should be made at sentence level. They adopt a descriptive approach toward the semantics of prepositional polysemy, which just puts emphasis on the function of prepositions in relation with other word classes and neglects the internal relationships among the complex meanings. In contrast, cognitive linguists take a different perspective. They focus on the prepositional polysemy. From their point of view, prepositional polysmy refers to the phenomenon whereby a single preposition is associated with a number of related but distinct meanings. Surrounding the core meaning, a semantic or polysemy network is formed. With this common belief, cognitive linguists have developed various research ways. Among them, the Principle Polysemy Approach proposed by Tyler and Evans (2001,2003) shows its advantage. After making an extensive investigation on previous researches, Tyler and Evans establish a set of terms including primary sense, proto-scene, distinct sense and cluster of sense. They define the primary sense of a spatial particle as the proto-scene and establish the well-motivated criteria for determining the proto-scene and distinct senses associated with a preposition. They take account of meaning construction as a process which relies upon conceptual integration of linguistic and non-linguistic prompts, guided by various global cognitive principles such as reconceptualization, inferencing strategies and pragmatic strengthening.Inspired by the polysemy researches done within the framework of cognitive semantics , the author attempts to analyze the polysemy of through on the basis of Principle Polysemy Approach proposed by Tyler and Evans. The polysemy network of through can be described as: (1) the proto-scene associated with through denotes the spatial configuration that a trajectory (TR) traversed with a bounded landmark (LM) by the virtue of an entrance point and an end point. The functional configurance of the proto-scene is the notion of path, that is, contiguous locations along the LM; (2) the present study determines 10 distinct senses associated with the preposition through. Among them, six distinct senses belong to the A-B-C Trajectory Cluster; two distinct senses belong to the Up-to-the-end Cluster and the rest two belong to two quasi-clusters respectively; (3) the A-B-C Trajectory Cluster、the Up-to-the-end Cluster and two quasi-clusters, surrounding the proto-scene of through, consist of its polysemy network.The significance of the present research lies in the following aspects: (1) even though some researchers have analyzed the preposition through, few have ever worked out a systematic semantic structure of it in the light of cognitive linguistics; (2) by adopting Tyler and Evans’ Model of Principle Polysemy, the thesis further proves the feasibility of this cognitive model; (3) based on the analyses of polysemy network associated with through, the present research proposes a Central-peripheral Method for the teaching of prepositions in the hope of offering help to the teachers and students.更多还原