奇位嵌数成语认知参照点识解过程的实证研究

An Empirical Research on Cognitive Process of the Idioms of Inlaying-number-in-odd-place by Reference Point

以15名母语为汉语的汉语专业三年级学生为受试者,依据Langacker的参照点理论提出:在奇位嵌数成语中,数词词汇凸显度高,故受试者依托数词词汇为参照点来识解该成语句子的深层含义的假设。选用奇位嵌数成语的正对、反对和串对三种对偶形式的15个例句为实验材料,同时运用有声思维方式收集数据,获得了参照点对奇位嵌数成语深层含义识解的因果关系。结果显示:借助突显的数词词汇受试者才能识解三种对偶形式的奇位嵌数成语句子的深层含义;数词词汇的突显度存在差异,因而影响受试者对不同形式的奇位嵌数成语句子深层含义的识解。

We choose 15 juniors at university as participants, whose native language is Chinese. Based on Langacker’s Reference Point Theory,we think that the numeral words are prominent in the idioms of inlaying-number-in-odd-place,so we propose the hypothesis that the EFL learners choose the numeral words as the reference points to reach the deep meaning of the idioms of inlaying-number-in-odd-place when they comprehend it. Selecting three dual forms of the idioms of inlaying-numberin-odd-place: positive pair, negative pair and string pair as materials, we use the Thinking-aloud Method to collect data by observing the 15 participants interpreting the cognitive process of 15 the idioms of inlaying-number-in-odd-place. The investigation shows: with the help of prominent the numeral words,the EFL learners can reach the deep meaning of the idioms of inlaying-number-in-odd-place; There remain some differences in the prominence of the numeral words of three dual forms of the idioms of inlaying-number-in-odd-place,which influence the EFL learners to reach the deep meaning of the idioms of inlayingnumber-in-odd-place.