概念迁移理论下的英语多义词习得动态理论分析
|
摘要
总结多义词习得的相关研究。分析多义词扩展认知动因,并在此基础上基于概念迁移理论分析伴随着概念双向迁移的概念隐喻迁移对多义词习得的影响。借助语言迁移的多维动态系统理论框架,揭示多义词习得的动态变化特征,表明由于受语言间迁移、英语输入、互动及母语和英语概念隐喻共通性等多种因素的影响,英语多义词习得呈现由快变慢的发展特点,但是随着学习者英语语言输入、互动的增加,学习者英语水平的提高,学习者的多义词习得呈现较稳定的发展状态。
引文
蔡金婷,李佳.2016.语言迁移的多维度动态理论框架[J].外语教学,(4):43-50.
陈晓湘,许银.2009.意象图式理论对多义介词On、Over、Above习得作用的实证研究[J].外语与外语教学,(9):18-23.
冯彦,焦伟达.2011.概念隐喻语际迁移标记性探析[J].东北师范大学学报,(3):125-128.
李毅.2009.隐喻能力与概念流利[J].外语与外语教学,(6).
李瑛,文旭.2006.从“头”认知——转喻、隐喻与一词多义现象研究[J].外语教学,(3):1-5.
刘永兵,张会平.2015.认知语言视域下的二语学习概念迁移理论探究[J].外语与外语教学,(4):37-42.
帅江云.2015.二语写作中的隐喻迁移研究[J].东北理工大学学报,(3):265-269.
张晓鹏.2010.词义典型性在英语多义词词义表征和提取过程中的作用[J].现代外语,(4):395-402.
Boers F.2013.Cognitive linguistic approaches to teaching vocabulary:Assessment and integration[J].Language Teaching,(2):208-224.
Bylund,E.&S.Jarvis.2011.L2 effects on L1 event conceptualization patterns[J].Bilingualism:Language and Cognition,(1):47-59.
Cho K.2010.Fostering the acquisition of English prepositions by Japanese learners with networks and prototypes[C]//De Knop S,Boers F&De Rycker A(eds.).Fostering Language Teaching Efficiency through Cognitive Linguistics.Berlin:Mouton de Gruyter,259-275.
Condon N.2008.How cognitive linguistic motivations influence the learning of phrasal verbs[J].Applications of Cognitive Linguistics,(6):133-158.
Danesi,M.1992.Metaphorical competence in second language acquisition and second language teaching:the Neglected Dimension[C]//J.E Alatis(ed.).Washington,D.C.:Georgetown University Press.
Hudson,W.1989.Semantic theory and L2 lexical development[C]//S.Gass&J.Schachter(eds).Linguistic Perspectives on Second Language Acquisition.Cambridge:CUP.
Jarvis,S.&A Pavlenko.2008.Crosslinguistic Influence in Language and Cognition[M].New York:Routledge.
Lakoff,G.1987.Women,Fire,and Dangerous Things:What Categories Reveal about the Mind[M].Chicago:University of Chicago Press.
Lakoff,G.&M.Johnson.1999.Philosophy in the Flesh:The Embodied Mind and Its Challenge to Western Thought[M].New York:Basic Books.
Morimoto S.&Loewen S.2007.A comparison of the effects of image-schema-based instruction and translation-based instruction on the acquisition of L2 polysemous words[J].Language Teaching Research,(3):347-372.
Pavlenko,A.2000a New approaches to Concepts in Bilingual Memory[J].Nilingualism:Language and Cognition,3(1)1-4.
Saeed,J.2010.I.Semantics[M].Beijing:Foreign Language Teaching and Research Press,200.
Tyler,A.2012.Usage-based approaches to language and their applications to second language learning[J].Annual Review of Applied Linguistics,(2):270-291.
Tyler A&Evans V.2004.Applying cognitive linguistics to pedagogical grammar:The case of over[C]//Achard M&Niemeier S(eds.).Cognitive Linguistics,Second Language Acquisition,and Foreign Language Teaching.New York:Mouton de Gruyter,257-280.
陈晓湘,许银.2009.意象图式理论对多义介词On、Over、Above习得作用的实证研究[J].外语与外语教学,(9):18-23.
冯彦,焦伟达.2011.概念隐喻语际迁移标记性探析[J].东北师范大学学报,(3):125-128.
李毅.2009.隐喻能力与概念流利[J].外语与外语教学,(6).
李瑛,文旭.2006.从“头”认知——转喻、隐喻与一词多义现象研究[J].外语教学,(3):1-5.
刘永兵,张会平.2015.认知语言视域下的二语学习概念迁移理论探究[J].外语与外语教学,(4):37-42.
帅江云.2015.二语写作中的隐喻迁移研究[J].东北理工大学学报,(3):265-269.
张晓鹏.2010.词义典型性在英语多义词词义表征和提取过程中的作用[J].现代外语,(4):395-402.
Boers F.2013.Cognitive linguistic approaches to teaching vocabulary:Assessment and integration[J].Language Teaching,(2):208-224.
Bylund,E.&S.Jarvis.2011.L2 effects on L1 event conceptualization patterns[J].Bilingualism:Language and Cognition,(1):47-59.
Cho K.2010.Fostering the acquisition of English prepositions by Japanese learners with networks and prototypes[C]//De Knop S,Boers F&De Rycker A(eds.).Fostering Language Teaching Efficiency through Cognitive Linguistics.Berlin:Mouton de Gruyter,259-275.
Condon N.2008.How cognitive linguistic motivations influence the learning of phrasal verbs[J].Applications of Cognitive Linguistics,(6):133-158.
Danesi,M.1992.Metaphorical competence in second language acquisition and second language teaching:the Neglected Dimension[C]//J.E Alatis(ed.).Washington,D.C.:Georgetown University Press.
Hudson,W.1989.Semantic theory and L2 lexical development[C]//S.Gass&J.Schachter(eds).Linguistic Perspectives on Second Language Acquisition.Cambridge:CUP.
Jarvis,S.&A Pavlenko.2008.Crosslinguistic Influence in Language and Cognition[M].New York:Routledge.
Lakoff,G.1987.Women,Fire,and Dangerous Things:What Categories Reveal about the Mind[M].Chicago:University of Chicago Press.
Lakoff,G.&M.Johnson.1999.Philosophy in the Flesh:The Embodied Mind and Its Challenge to Western Thought[M].New York:Basic Books.
Morimoto S.&Loewen S.2007.A comparison of the effects of image-schema-based instruction and translation-based instruction on the acquisition of L2 polysemous words[J].Language Teaching Research,(3):347-372.
Pavlenko,A.2000a New approaches to Concepts in Bilingual Memory[J].Nilingualism:Language and Cognition,3(1)1-4.
Saeed,J.2010.I.Semantics[M].Beijing:Foreign Language Teaching and Research Press,200.
Tyler,A.2012.Usage-based approaches to language and their applications to second language learning[J].Annual Review of Applied Linguistics,(2):270-291.
Tyler A&Evans V.2004.Applying cognitive linguistics to pedagogical grammar:The case of over[C]//Achard M&Niemeier S(eds.).Cognitive Linguistics,Second Language Acquisition,and Foreign Language Teaching.New York:Mouton de Gruyter,257-280.