认知语言学视角下汉语方位词“前”“后”的对外汉语教学  

The teaching of Chinese direction words“qian”and“hou”as a foreign language in cognitive linguistics perspective

作　　者：李亚男 Li Yanan(International Students Education Center, Dalian Maritime University, Dalian 116026, China)

机构地区：[1]大连海事大学留学生教育中心,辽宁大连116026

出　　处：《辽宁师范大学学报（社会科学版）》2021年第3期69-74,共6页Journal of Liaoning Normal University(Social Science Edition)

摘　　要：现代汉语方位词“前”“后”既可以指称空间范畴,又可以指称时间范畴,具有不对称性,且用法灵活,常常使汉语学习者产生困惑。本文通过HSK动态作文语料库对留学生在习得汉语方位词“前”“后”过程中所产生的偏误进行归纳总结,并提出,对外汉语教学中,教师讲解汉语方位词“前”“后”时,可以从认知语言学的角度,运用原型范畴理论,从核心义项入手,借助“前”“后”的意象图式,解释其概念隐喻的认知过程,从而为汉语学习者构建一个语义网络,帮助汉语学习者减少来自母语的空间概念系统的影响,掌握不同语境下“前”“后”的正确语义和用法。In Modern Chinese,the direction words“qian”and“hou”can indicate either spatial category,or time category.It is asymmetrical and flexible and makes Chinese learners confuse.Based on the HSK dynamic composition corpus,this paper summarizes the errors made by foreign students in the process of acquiring Chinese location words and puts forward that in teaching Chinese as a foreign language,while teachers explain the usage of“qian”and“hou”,they can use the theory of Prototypes,start with the core meaning and use image schema to explain its cognitive process of conceptual metaphor in order to contrast semantic network for Chinese learners,help them reduce the negative transfer of native language,master the meaning and usage of“qian”and“hou”in different contexts.

关 键 词：方位词“前”“后” 认知概念 隐喻 意象图式 对外汉语教学 

分 类 号：H195.3[语言文字—汉语]