摘要
空间介词语义的习得是中国学生学习英语的难点之一。在Tyler和Evans提出的原则性多义模式的理论框架下,以above和over为考察对象,揭示中国学生二语空间语义习得的认知特性,研究结果是:中国学生不能完全掌握空间性多义网络所有义项,核心义项的掌握好于其他义项;同时,来自母语空间概念的认知体系对英语空间语义的习得有干扰效应。
The acquisition of English spatial prepositional semantics is one of the difficulties in English learning to Chinese students.Based on Tyler and Evan＇s model of principled polysemy,the study is intended to analyze the two prepositions ＂above＂ and ＂over＂ to reveal the cognitive features of spatial prepositional semantic acquisition by Chinese EFL learners.The results are： Chinese students cannot fully grasp all the members of the semantic network,but the master of core members is better than non-core members;meanwhile,the cognitive system from mother language causes interference.
出处
《东华理工大学学报（社会科学版）》
2011年第4期359-363,共5页
Journal of East China University of Technology(Social Science)
基金
江西省社会科学"十一五"(2010年)规划项目(10WX69)成果之一
关键词
空间介词
二语习得
原则性多义模式
认知特性
spatial preposition
second language acquistition
principled polysemy
cognitive features
