同素近义单双音节形容词的差异及认知模式  

Typical Differences between Synonymous Monosyllabic and Disyllabic Quantitative Adjectives and Corresponding Cognitive Models

作　　者：吴颖[1] 

机构地区：[1]上海师范大学对外汉语学院,200234

出　　处：《语言教学与研究》2009年第4期40-47,共8页Language Teaching and Linguistic Studies

基　　金：中国教育部社会科学项目(项目号:07JA740011);上海市教委科研项目课题(项目号:05DS50);上海市高校人文社会科学重点研究基地(基地编号:SJ0705)的资助

摘　　要：本文以量度类同素近义单双音节形容词,如:"高一高大、矮一矮小、长一长久、宽一宽厚、深一深重"等为研究对象,在大型语料库调查的基础上,分析其句法环境和语义特征,揭示它们的功能差异。将训诂学与认知语言学结合起来,证明双音词汇化的动因是"明确表义"的需要,双音之后经语义融合而产生更多意义,词的多义性是通过一定的认知模式产生的。论证了同素近义单双音节形容词之间的转变过程也是认知机制中的转域过程,是通过隐喻和转喻两种认知模式来实现的,并初步提出了对外汉语教学中对此应采取的不同策略。Based on large scale corpus, the paper focuses on synonymous monosyllabic and disyllabic quantitative adjectives with the same morphemes, illustrating that the motivation of disyllabification comes from the requirement of exact expression. Combining Chinese Exegetics with cognitive linguistics, we find that the polysemy of words is developed from a certain cognitive model, and that the transformation from monosyllable to disyllable in adjectives is also a transfer from one cognitive domain to another by metonymy and metaphor. On these findings, we attempt to present different teaching strategies in TCFL to provide a new perspective for the acquisition of disyllabic compounds.

关 键 词：单双音节 形容词 认知模式 教学策略 

分 类 号：H146[语言文字—汉语]