认知语言学视角下的多义词教学研究

Research on Polysemy Teaching from the Perspective of Cognitive Linguistics

语言中普遍存在着一词多义现象,从一词一义到一词多义经历了复杂的词义延伸和拓展历程。从认知语言学角度,认知语言学基于语义的中心地位,强调了语言的理据性,指明一词多义是人类思维方式和认知手段在语言层面上的具体体现。本文基于原型范畴化、概念隐喻和转喻理论,探讨了一词多义现象产生的认知理据。词义发展的认知理据性也进而为多义词教学提供了有益启示,指出多义词教学活动的开展要依据词义延伸的认知理据性,以期实现词汇教学的效率化。

Polysemy is a commonplace phenomenon in language. The transition from monosemy to polysemy is inherently a complex process of semantic extension as well as expansion. From the perspective of cognitive linguistics, semantics assumes a central position and semantic change in language is predicated on cognitive rationality, namely, the phenomenon of polysemy is in essence the concrete embodiment of human thinking mode and cognitive means at the linguistic level. On the basis of the theories of prototype categorization, conceptual metaphor and metonymy, this paper probes into the cognitive rationality of polysemy. The cognitive rationality of semantic change is expected to provide beneficial revelations for polysemy teaching. That is, polysemy teaching should touch upon cognitive rationality so as to enhance the efficiency of vocabulary teaching.