介词around语义认知阐释及实证研究

A Cognitive Interpretation and Empirical Study on the Prepositional Word “Around”

意象图式和概念隐喻是认知语言学中重要的两个理论,对介词多义现象的阐释和教学有着重要的启示。以介词around为例,运用意象图式理论和概念隐喻理论阐释其多义性的形成过程,并通过实证研究探讨这两个理论运用于介词教学的可行性和实效性。研究发现:around多义的形成实际是一个由核心意义以其原型意义的静态图式和动态图式向其引申意义扩展,以及由空间认知域向时间认知域的映射过程。学生认识和理解介词around的语义范畴产生机制,能够提高长期记忆效果,最终有效提高介词around的习得效果。在介词教学中,教师应当运用认知语言学相关理论阐释其语义认知机制,帮助学生掌握多义介词的语义延伸,提高介词的习得效果。

Image schema and conceptual metaphor are two important theories in cognitive linguistics, having the important enlightenment on the explanation and teaching of prepositional polysemy phenomenon.This paper is intended to analyze the polysemous phenomenon of the English preposition“around” by applying prototypical image schema theory and conceptual metaphorical theory, it analyzes the formation of its polysemy and tests the feasibility and effectiveness of applying the prototypical image schema theory and metaphorical theory to the English teaching through the empirical study.It is found that the formation of polysemous“around” is actually a static and dynamic expending process of its prototypical image schema and a mapping process from the space cognitive domain to the time domain.Students can improve their long-term memory and effectively improve the effect of the acquisition of“around” by recognizing and understanding the semantic category generation mechanism of“around”.In the prep-ositions’ teaching, teachers should use related theories of cognitive linguistics to interpret their semantic cognitive mechanisms, to help the students master their semantic extension process, improving the effect of the acquisition of the prepositions.