“Water”与“水”的认知词义对比分析  

A Contrastive Cognitive Semantic Analysis of"water"&"shui"

作　　者：贾冬梅[1] 蓝纯[1] 

机构地区：[1]北京外国语大学

出　　处：《外语教学理论与实践》2010年第3期28-35,共8页Foreign Language Learning Theory And Practice

摘　　要：研究采用原则性多义词分析法对"water"与"水"的认知词义进行对比分析,发现二者的原型词义相同,水的动静、深浅、清浊、冷热和能量等特点在汉语和英语里都做了丰富的隐喻,而经隐喻拓展得来的延伸词义在两种语言里不尽相同。水这种物质所隐喻的概念既与人的身体经验相关,又受到哲学与宗教的影响。英语和汉语使用者对水这一概念的认知普遍性与差异性并存。因此,外语词汇教学应该注重词义的网络结构,统筹把握词语的原型词义与拓展词义。This study employs the Principled Polysemy Approach to conduct a contrastive cognitive semantic analysis of ＂water＂ and ＂shui＂ The two words carry the same prototypical texical sense, i.e. , the transparent, eolourless, tasteless, and inodorous liquid, whereas in both English and Chinese the motion, depth, transparency, temperature, and energy of water are all metaphorized. Their extended senses formed via the work of conceptual metaphors are not completely identical in these two languages; therefore, both universality and distinction exist in the perception and cognition of water among English and Chinese speakers. The extended concepts on the one hand are based upon people＇ s physical experiences with water, and on the other hand might be influenced by philosophy or religion. Attention should be paid to the network of the prototypical and the extended senses of words during the process of vocabulary learning and teaching.

关 键 词：对比分析 “水” 词义 认知 外语词汇教学 身体经验 网络结构 多义词 

分 类 号：H136[语言文字—汉语] H313