中国学生英语致使移动构式的认知习得调查分析  

A Study on Chinese Students' Cognition and Acquisition of the English Caused-Motion Construction

作　　者：周道凤[1] 

机构地区：[1]河南师范大学外国语学院河南新乡453007

出　　处：《西安外国语大学学报》2012年第4期84-87,共4页Journal of Xi’an International Studies University

基　　金：河南师范大学青年基金项目“中国学生英语致使移动结构习得调查以及认知分析”(01176400013);河南省教育厅人文社会科学研究项目“英语致使移动构式认知习得调查研究”(2012-QN-254)的阶段性成果

摘　　要：基于中国不同层次的学生对六类不同语法整合类型的英语致使移动句的汉译情况及相关问题的问卷调查分析,本研究探讨了他们对英语致使移动构式的习得情况、认知规律、认知差异及造成学生理解、翻译困难和认知差异的根源。结果发现学生对不同整合类型的句子的习得和认知差异显著,呈现从核心义向边缘义扩散的趋势,这种差异源于其英语水平及对隐喻、转喻、构式、语法整合等认知能力的差异。By analyzing the Chinese translations of the English caused-motion sentences, which are classified as six categories based on different types of grammatical blending, and relevant questionnaire survey given by Chinese students of various lev- els, this study explores their situation of acquisition, cognitive laws, differences in cognition, and the root resulting in their differences in their understanding, translation and cognition. The result shows that students＇ understanding and cognition of the six categories of sentences demonstrate striking differences, presenting the trend of diffusing from the core meaning to the marginal meaning. These diversities derive from students＇ English proficiency and their differences in such cognitive compe- tences as metaphor, metonymy, construction, grammatical blending etc.

关 键 词：英语致使移动构式 语法整合 认知 习得 

分 类 号：H319[语言文字—英语]