结构·语义·认知
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摘要
英语词汇中存在着大量的复合词。英语复合/合成是把两个或两个以上的自由词素按照一定的顺序排列构成新词。英语复合词按照它们在句中的作用,主要可分为:复合名词、复合动词和复合形容词。英语复合名词在语言和认知中起着举足轻重的作用。它能及时反映变化的语言事实,展现语言的原始组合能力,扩展语言的功能,增强语言的创造能力,促进语言的发展。英语复合名词一方面体现出形式与表达的简洁性,另一方面又暗含着意义构建的复杂认知过程。从形态结构看,英语复合名词中的修饰词可以是名词、动词,也可以是形容词或副词等。各构成成分之间的主要关系有:修饰与被修饰、动宾、主谓、并列、补充等。从语义角度看,复合名词的构成存在一定的语义理据性,其中主要有隐喻、借代和类比等。人们对其外部结构和其内部语言意义的认识存在着一定的认知规律。因此,对英语复合名词的研究具有很强的理论价值。
本文试图从实用的角度出发,用词汇形态学理论和认知语义学有关概念隐喻、概念合成等理论,采用归纳分析的方法研究英语复合名词构词,并探讨其形态结构、语义等方面的认知规律:合成有理性、词素语义兼容性、语言结构与概念结构对应性。另外,对英语复合名词的研究还具有一定的现实意义,本文拟根据中国学生学习英语过程中词汇习得时的特点,探讨本研究对英语复合名词教学的启示。
通过对复合名词的研究,本文发现源出于同一语源的词素更容易组合,且构成复合名词的词素语义一定兼容,不能排弃,各构成成分在语义上的搭配有其认知上的规律:合成有理、语义对应、语义兼容等。同时,本研究认为词汇教学在整个英语教学过程中起着至关重要的作用,而隐喻认知为英语词汇教学提供了一种行之有效的实用方
There exist a large number of compounds in English vocabulary. Compounding /composition is a word-building process in which words are built by joining two or more free morphemes together according to some word orders. Compounding is very prosperous and productive. In English, almost all parts of speech can act as components of compounds. And the compounding is beyond the limitation of English syntax in word order. English compounds can be divided by their functions in sentences into compound nouns, compound verbs, compound adjectives and some other secondary compounds. An English compound noun plays a crucial role in language and cognition, in which it reflects changes in language reality, shows the compositionality of language in the raw, increases language productivity, serves to expand language. English compound nouns also reflect laconicity in form and expression on one hand, and the complex process of meaning construction on the other. Morphologically, the modifiers may be nouns, verbs, adjectives (including participles) and adverbs. The main relations between the components are modifier and modified, verb and object, subject and verb, coordinate, complementary, etc. Semantically, there exist some theoretical evidence in the compounding of English compound nouns, mainly named metaphor, metonymy and analogy, and there are some cognitive rules in people's cognition to the external structures and the internal semantic meanings. So there is much value in theory in the study of English compound nouns.From the viewpoint of practical applicability, based on the theories of lexical morphology and cognitive semantics, this thesis tries to use the methods of induction and analytics to study English compound nouns, to explore the basic regular cognitive patterns of their morphological structures and cognitive semantics: motivations for compounding,
semantic compatibility and the correspondence of cognitive concepts. In addition, there are some practical values in the study of English compound nouns. Based on the characteristics of English word-acquisition of Chinese students, the thesis tries to explore some inspirations to the teaching of English compound nouns.By the study of English compound nouns, we find that morphemes originated from the same etymology are easier to combine, the semantic meanings of the compounding components are sure to be compatible and not rejected, and there are some cognitive regular patterns in the collocation of semantic meanings of each components: reasonable compounding, correspondence of semantic meaning and form, semantic compatibility, etc.. The thesis also argues that the teaching of vocabulary plays an important part in the whole process of English teaching. But the acquisition of vocabulary depends largely on the learners themselves. So the training of learners' ability of self-teaching and thinking metaphorically in English is also very important. Being an English teacher, what we should do is to teach the learners all kinds of approaches, skills and strategies of thinking metaphorically. Through these ways learners can learn and understand new compound nouns more quickly and more effectively.
本文试图从实用的角度出发,用词汇形态学理论和认知语义学有关概念隐喻、概念合成等理论,采用归纳分析的方法研究英语复合名词构词,并探讨其形态结构、语义等方面的认知规律:合成有理性、词素语义兼容性、语言结构与概念结构对应性。另外,对英语复合名词的研究还具有一定的现实意义,本文拟根据中国学生学习英语过程中词汇习得时的特点,探讨本研究对英语复合名词教学的启示。
通过对复合名词的研究,本文发现源出于同一语源的词素更容易组合,且构成复合名词的词素语义一定兼容,不能排弃,各构成成分在语义上的搭配有其认知上的规律:合成有理、语义对应、语义兼容等。同时,本研究认为词汇教学在整个英语教学过程中起着至关重要的作用,而隐喻认知为英语词汇教学提供了一种行之有效的实用方
There exist a large number of compounds in English vocabulary. Compounding /composition is a word-building process in which words are built by joining two or more free morphemes together according to some word orders. Compounding is very prosperous and productive. In English, almost all parts of speech can act as components of compounds. And the compounding is beyond the limitation of English syntax in word order. English compounds can be divided by their functions in sentences into compound nouns, compound verbs, compound adjectives and some other secondary compounds. An English compound noun plays a crucial role in language and cognition, in which it reflects changes in language reality, shows the compositionality of language in the raw, increases language productivity, serves to expand language. English compound nouns also reflect laconicity in form and expression on one hand, and the complex process of meaning construction on the other. Morphologically, the modifiers may be nouns, verbs, adjectives (including participles) and adverbs. The main relations between the components are modifier and modified, verb and object, subject and verb, coordinate, complementary, etc. Semantically, there exist some theoretical evidence in the compounding of English compound nouns, mainly named metaphor, metonymy and analogy, and there are some cognitive rules in people's cognition to the external structures and the internal semantic meanings. So there is much value in theory in the study of English compound nouns.From the viewpoint of practical applicability, based on the theories of lexical morphology and cognitive semantics, this thesis tries to use the methods of induction and analytics to study English compound nouns, to explore the basic regular cognitive patterns of their morphological structures and cognitive semantics: motivations for compounding,
semantic compatibility and the correspondence of cognitive concepts. In addition, there are some practical values in the study of English compound nouns. Based on the characteristics of English word-acquisition of Chinese students, the thesis tries to explore some inspirations to the teaching of English compound nouns.By the study of English compound nouns, we find that morphemes originated from the same etymology are easier to combine, the semantic meanings of the compounding components are sure to be compatible and not rejected, and there are some cognitive regular patterns in the collocation of semantic meanings of each components: reasonable compounding, correspondence of semantic meaning and form, semantic compatibility, etc.. The thesis also argues that the teaching of vocabulary plays an important part in the whole process of English teaching. But the acquisition of vocabulary depends largely on the learners themselves. So the training of learners' ability of self-teaching and thinking metaphorically in English is also very important. Being an English teacher, what we should do is to teach the learners all kinds of approaches, skills and strategies of thinking metaphorically. Through these ways learners can learn and understand new compound nouns more quickly and more effectively.
引文
Algeo,John. 50 Years Among the New Words. Cambridge University Press, 1991.
Ayto, J. 20~(th) Century Words. Oxford University Press, 1999.
Barber, C. The English Language: a Historical Introduction. Cambridge: Cambridge University Press, 1994.
Bauer, A. English Word-formation. Cambridge: Cambridge University Press, 1983.
Bob Lehner. English noun-noun compound interpretation: lexical semantics or pragmatics? University of Chicago, www. Google, com. 2003.
Bloomfield, L. Language. New Work: Holt, Rinehart and Winston, 1933//Beijing: Foreign Language Teaching and Research Press, 2002.
Cook,V. Second Language Learning and Language Teaching. (2~(nd) ed.), Beijing: Foreign Language Teaching and Research Press, 2000.
Danisei,M. Metaphorical Competence in Second Language Acquisition and Second Language Teaching: The Neglected Dimension. In Alatis, James E(ed), Georgetown University Round Table on Language and Linguistics 1992:
Language, Communication and Social Meaning. Washington, D.C.: Georgetown University Press. 1993.
Downing P.A. On the Creation and Use of English Compound Nouns. Language, 1997.
Fauconnier,G Mappings In thought and Language. Cambridge: Cambridge University Press, 1997.
Fauconnier,G & M.Turner. The Way We think. New York: Basic Books, 2002.
Fauconnier,G. Conceptual Integration Network: Cognitive Science, 1998.
Georage Yule. The Study of Language. Cambridge: Cambridge University Press, 1985,1996// Beijing: Foreign Language Teaching and Research Press, 2000.
Hatch, E. & C. Brown. Vocabulary, Semantic and Language Education. Cambridge: Cambridge University Press, 1996.
Jackon, H. words and Their Meaning England: Longman Group UK Limited, 1988.
Jackon, H & E. Amvela. Words, Meaning and Vocabulary. london: Cassell, 2000.
Jerome L. Packard. The Morphology of Chinese: A linguistic and Cognitive Approach. Cambridge: Cambridge University Press, 2000//Beijing: Foreign Language Teaching and Research Press, 2001.
John R.Taylor. Linguistic Categorization: Prototypes in Linguistic Theory. Oxford University Press, 1989, 1995//Beijing: Foreign Language Teaching and Research Press, 2001.
Lakoff, G. & M. Johnson. Metaphors We Live By. Chicago: The University of Chicago Press, 1980.
Liu Xiaohong. English Lexicology. Beijing: Metallurgical Industry Press, 2003.
Lyons, J. Introduction to Theoretical Linguistics. Cambridge: Cambridge University Press, 1968.
Miller, G. A. The Science of Words. New York: Scientific American Library, 1996.
P. H. Matthews. Morphology. Cambridge: Cambridge University Press, 1974,1991//Beijing: Foreign Language Teaching and Research Press, 2000.
Quirk. R. et al. A Grammar of Contemporary English. London: Longman Group Ltd., 1980.
Quirk. R. et al. A Comprehensive Grammar of the English language. London: Longman Group Ltd., 1985.
Stockwell, R. & D. Minkova. English Words. Cambridge: Cambridge University Press, 2001.
Ungerer, E & H. J. Schmid. An Introduction to Cognitive Linguistics. Beijing: Foreign Language Teaching and Research Press, 2003.
Ur. P. A Course in Language Teaching: Practice and Theory. Beijing: Foreign Language Teaching and Research Press, 2000.
查辽夫.《英语复合词》.北京:商务印书馆,1988.
陈建生.现代英语合成词形成的有理性.《外语与外语教学》,2000年第6期.
陈晓菊、王文斌.英语复合名词和形容词的结构及其内在的语法关系.《宁波大学学报》(社科版),1995年第1期.
崔希亮.《语言理解与认知》.北京:北京语言大学出版社,2004.
桂诗春.《实验心理语言学纲要》.长沙:湖南教育出版社,1991.
李平武.《英语词缀与英语派生词》.外语教学与研究出版社,2003.
林承璋.《英语词汇学引论》(修订版).武汉:武汉大学出版社,2001.
刘正光、刘润清.N+N概念合成名词的认知发生机制.《外国语》, 2004年第1期.
陆国强.《现代英语词汇学》.上海:上海外语教育出版社,1999.
陆谷孙,《英汉大词典补编》.上海:上海译文出版社,1999.
潘文国、叶步青、韩洋.《汉语的构词法研究》.上海:华东师范大学出版社,2004.
石岭.浅谈英语复合名词的构成.《贵州师范大学学报》(社科版),1997年第2期.
束定芳.《现代语义学》.上海:上海外语教育出版社,2002.
藤建.NI+N2层面上的语义关系.《外国语》,1995年第1期.
田定远.《英语合成构词与复合词》.兰州:兰州大学出版社,1999.
汪榕培.《英语词汇学教程》.上海:上海外语教育出版社,1997.
王文斌.《英语词汇语义学》.杭州:浙江教育出版社,2001.
王文斌.英语复合词的内在句法、语义及认知构建.《外语学刊》,2005年第2期.
伍谦光,《语义学导论》.湖南教育出版社,1997.
肖群峰.《合成词理据研究》.[硕士学位论文].广西师范大学,2000.
殷水贵.试论名词性复合词的意义构建.江西教育学院学报,2004年第2期.
赵翠萍.《英汉新词对比研究》.[硕士学位论文].华中师范大学,2003.
张维友.《英语词汇学教程》.武汉:华中师范大学出版社,2004.
张韵斐.《现代英语词汇学概论》.北京:北京师范大学出版社,1987.
钟蔚.二元处理论在汉语名词概念合成中的应用研究.[硕士学位论文].长沙: 湖南大学,2004.
周国辉、党俊卿.汉英复合词构词进程中的语法化机制.《外语与外语教学》,2005年第4期.
Ayto, J. 20~(th) Century Words. Oxford University Press, 1999.
Barber, C. The English Language: a Historical Introduction. Cambridge: Cambridge University Press, 1994.
Bauer, A. English Word-formation. Cambridge: Cambridge University Press, 1983.
Bob Lehner. English noun-noun compound interpretation: lexical semantics or pragmatics? University of Chicago, www. Google, com. 2003.
Bloomfield, L. Language. New Work: Holt, Rinehart and Winston, 1933//Beijing: Foreign Language Teaching and Research Press, 2002.
Cook,V. Second Language Learning and Language Teaching. (2~(nd) ed.), Beijing: Foreign Language Teaching and Research Press, 2000.
Danisei,M. Metaphorical Competence in Second Language Acquisition and Second Language Teaching: The Neglected Dimension. In Alatis, James E(ed), Georgetown University Round Table on Language and Linguistics 1992:
Language, Communication and Social Meaning. Washington, D.C.: Georgetown University Press. 1993.
Downing P.A. On the Creation and Use of English Compound Nouns. Language, 1997.
Fauconnier,G Mappings In thought and Language. Cambridge: Cambridge University Press, 1997.
Fauconnier,G & M.Turner. The Way We think. New York: Basic Books, 2002.
Fauconnier,G. Conceptual Integration Network: Cognitive Science, 1998.
Georage Yule. The Study of Language. Cambridge: Cambridge University Press, 1985,1996// Beijing: Foreign Language Teaching and Research Press, 2000.
Hatch, E. & C. Brown. Vocabulary, Semantic and Language Education. Cambridge: Cambridge University Press, 1996.
Jackon, H. words and Their Meaning England: Longman Group UK Limited, 1988.
Jackon, H & E. Amvela. Words, Meaning and Vocabulary. london: Cassell, 2000.
Jerome L. Packard. The Morphology of Chinese: A linguistic and Cognitive Approach. Cambridge: Cambridge University Press, 2000//Beijing: Foreign Language Teaching and Research Press, 2001.
John R.Taylor. Linguistic Categorization: Prototypes in Linguistic Theory. Oxford University Press, 1989, 1995//Beijing: Foreign Language Teaching and Research Press, 2001.
Lakoff, G. & M. Johnson. Metaphors We Live By. Chicago: The University of Chicago Press, 1980.
Liu Xiaohong. English Lexicology. Beijing: Metallurgical Industry Press, 2003.
Lyons, J. Introduction to Theoretical Linguistics. Cambridge: Cambridge University Press, 1968.
Miller, G. A. The Science of Words. New York: Scientific American Library, 1996.
P. H. Matthews. Morphology. Cambridge: Cambridge University Press, 1974,1991//Beijing: Foreign Language Teaching and Research Press, 2000.
Quirk. R. et al. A Grammar of Contemporary English. London: Longman Group Ltd., 1980.
Quirk. R. et al. A Comprehensive Grammar of the English language. London: Longman Group Ltd., 1985.
Stockwell, R. & D. Minkova. English Words. Cambridge: Cambridge University Press, 2001.
Ungerer, E & H. J. Schmid. An Introduction to Cognitive Linguistics. Beijing: Foreign Language Teaching and Research Press, 2003.
Ur. P. A Course in Language Teaching: Practice and Theory. Beijing: Foreign Language Teaching and Research Press, 2000.
查辽夫.《英语复合词》.北京:商务印书馆,1988.
陈建生.现代英语合成词形成的有理性.《外语与外语教学》,2000年第6期.
陈晓菊、王文斌.英语复合名词和形容词的结构及其内在的语法关系.《宁波大学学报》(社科版),1995年第1期.
崔希亮.《语言理解与认知》.北京:北京语言大学出版社,2004.
桂诗春.《实验心理语言学纲要》.长沙:湖南教育出版社,1991.
李平武.《英语词缀与英语派生词》.外语教学与研究出版社,2003.
林承璋.《英语词汇学引论》(修订版).武汉:武汉大学出版社,2001.
刘正光、刘润清.N+N概念合成名词的认知发生机制.《外国语》, 2004年第1期.
陆国强.《现代英语词汇学》.上海:上海外语教育出版社,1999.
陆谷孙,《英汉大词典补编》.上海:上海译文出版社,1999.
潘文国、叶步青、韩洋.《汉语的构词法研究》.上海:华东师范大学出版社,2004.
石岭.浅谈英语复合名词的构成.《贵州师范大学学报》(社科版),1997年第2期.
束定芳.《现代语义学》.上海:上海外语教育出版社,2002.
藤建.NI+N2层面上的语义关系.《外国语》,1995年第1期.
田定远.《英语合成构词与复合词》.兰州:兰州大学出版社,1999.
汪榕培.《英语词汇学教程》.上海:上海外语教育出版社,1997.
王文斌.《英语词汇语义学》.杭州:浙江教育出版社,2001.
王文斌.英语复合词的内在句法、语义及认知构建.《外语学刊》,2005年第2期.
伍谦光,《语义学导论》.湖南教育出版社,1997.
肖群峰.《合成词理据研究》.[硕士学位论文].广西师范大学,2000.
殷水贵.试论名词性复合词的意义构建.江西教育学院学报,2004年第2期.
赵翠萍.《英汉新词对比研究》.[硕士学位论文].华中师范大学,2003.
张维友.《英语词汇学教程》.武汉:华中师范大学出版社,2004.
张韵斐.《现代英语词汇学概论》.北京:北京师范大学出版社,1987.
钟蔚.二元处理论在汉语名词概念合成中的应用研究.[硕士学位论文].长沙: 湖南大学,2004.
周国辉、党俊卿.汉英复合词构词进程中的语法化机制.《外语与外语教学》,2005年第4期.