形容词 NEAR 和 CLOSE 的语义认知域

Semantic Cognitive Domains of NEAR and CLOSE

Abstract

Metaphor, as a trill or an ornament to language, once arrested much attention of both English and Chinese scholars two thousand years ago. Until recent times, metaphor has been viewed as a basic human thinking way or cognitive process as well. With the rising of conceptual metaphor theory, more attention has been attached to the significance of conceptual metaphor in second language teaching. Nevertheless, little work has been done to study the connection between conceptual metaphor and foreign language teaching, including vocabulary teaching. In order to give some enlightenment to vocabulary teaching and learning this thesis apply the conceptual metaphor to study the attribution of two adjectives “near” and “close” in semantic cognitive domains by using the corpus and retrieval system. The study suggests that new words should be learned in context and the words of semantic domain should be taught in light of the learner. In reality, cultivating the habit of learning vocabulary by means of conceptual metaphors is of great benefit to students.
 
Key Words: cognitive semantics；conceptual metaphors；concepts;  corpus 

摘  要

两千年前，隐喻作为1种语言点缀物而吸引了大量中外学者的注意, 而近年来，隐喻被视作人类的1种基本思维方式或者是1个认知过程。正因为这样，随着概念隐喻理论的兴起，概念隐喻在2语教学中的意义也越来越得到关注。然而，很少有著作研究概念隐喻和外语教学（包括词汇教学）2者间的关系。本文应用概念隐喻理论并借助语料库和词汇检索软件调查研究形容词“near”和“close”在各个语义认知域的分布，旨在为词汇教学和学习指出1条新思路。研究结果表明词汇学习应在语境中进行并且应该有目的地针对学者接受水平。事实上，培养通过概念隐喻学习词汇的习惯将使学生受益良多。

（转载自科教范文网http://fw.nseac.com）

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