数词在现代汉语词汇系统中重要的一类,其引发的歧义现象值得关注。本文旨在对由数词所触发的歧义现象进行分析,归纳并分类这些歧义类型,进而挖掘其背后深层次的认知机制。其中数词在语义多范畴间的模糊性以及语义辖域的不确定性,是歧义...数词在现代汉语词汇系统中重要的一类,其引发的歧义现象值得关注。本文旨在对由数词所触发的歧义现象进行分析,归纳并分类这些歧义类型,进而挖掘其背后深层次的认知机制。其中数词在语义多范畴间的模糊性以及语义辖域的不确定性,是歧义产生的主要根源。此外,本文利用认知基模化机制和图形–背景理论中的凸显机制,对人们能够利用认知经验从而快速消歧的原因进行了阐述。Numeral is an important part of the modern Chinese vocabulary system, and the ambiguity caused by it deserves attention. The purpose of this paper is to analyze the ambiguity phenomena triggered by numerals, summarize and classify these types of ambiguity, and then explore the deep cognitive mechanism behind them. Among them, the fuzziness of numerals in semantic multi-categories and the uncertainty of semantic scope are the main causes of ambiguity. In addition, this paper uses the cognitive modularization mechanism and the prominence mechanism in the graphic-background theory to explain the reason why people can use cognitive experience to disambiguation quickly.展开更多
自1948年Frenkel-Brunswik提出歧义容忍度(TOA)以来,这一概念一直是二语习得领域国内外学者研究的热点。同时,TOA是第二语言学习和习得中的一个普遍现象。本研究以中国某双一流大学38名非英语专业研究生作为研究对象。此外,本研究采用...自1948年Frenkel-Brunswik提出歧义容忍度(TOA)以来,这一概念一直是二语习得领域国内外学者研究的热点。同时,TOA是第二语言学习和习得中的一个普遍现象。本研究以中国某双一流大学38名非英语专业研究生作为研究对象。此外,本研究采用了量化研究方法,即使用了Ely的第二语言歧义容忍度量表。二语学习成绩则以CET4的总分作为衡量标准。结果表明,研究生的总体水平处于中等水平,TOA水平与L2成绩(即CET4分数)之间存在正相关,这可能对第二语言学习和第二语言教学均有所启示。Tolerance of ambiguity (TOA) has long been a heated concept in second language acquisition among scholars from home and abroad since it was proposed by Frenkel-Brunswik in 1948. Meanwhile, TOA is a prevalent phenomenon in second language learning and acquisition. The study has 38 non-English major graduate students from one of China’s double first-class universities as subjects. Moreover, it adopts quantitative method, specifically, employing Second Language Tolerance of Ambiguity Scale from Ely. As for L2 achievement, total scores of CET4 serve as the measurement. The results show that the general situation of graduate students’ level is generally in the middle and a positively significant correlation rests between TOA level and L2 achievement, namely, CET4 scores, which may shed some light on the second language learning and second language teaching.展开更多
文摘数词在现代汉语词汇系统中重要的一类,其引发的歧义现象值得关注。本文旨在对由数词所触发的歧义现象进行分析,归纳并分类这些歧义类型,进而挖掘其背后深层次的认知机制。其中数词在语义多范畴间的模糊性以及语义辖域的不确定性,是歧义产生的主要根源。此外,本文利用认知基模化机制和图形–背景理论中的凸显机制,对人们能够利用认知经验从而快速消歧的原因进行了阐述。Numeral is an important part of the modern Chinese vocabulary system, and the ambiguity caused by it deserves attention. The purpose of this paper is to analyze the ambiguity phenomena triggered by numerals, summarize and classify these types of ambiguity, and then explore the deep cognitive mechanism behind them. Among them, the fuzziness of numerals in semantic multi-categories and the uncertainty of semantic scope are the main causes of ambiguity. In addition, this paper uses the cognitive modularization mechanism and the prominence mechanism in the graphic-background theory to explain the reason why people can use cognitive experience to disambiguation quickly.
文摘自1948年Frenkel-Brunswik提出歧义容忍度(TOA)以来,这一概念一直是二语习得领域国内外学者研究的热点。同时,TOA是第二语言学习和习得中的一个普遍现象。本研究以中国某双一流大学38名非英语专业研究生作为研究对象。此外,本研究采用了量化研究方法,即使用了Ely的第二语言歧义容忍度量表。二语学习成绩则以CET4的总分作为衡量标准。结果表明,研究生的总体水平处于中等水平,TOA水平与L2成绩(即CET4分数)之间存在正相关,这可能对第二语言学习和第二语言教学均有所启示。Tolerance of ambiguity (TOA) has long been a heated concept in second language acquisition among scholars from home and abroad since it was proposed by Frenkel-Brunswik in 1948. Meanwhile, TOA is a prevalent phenomenon in second language learning and acquisition. The study has 38 non-English major graduate students from one of China’s double first-class universities as subjects. Moreover, it adopts quantitative method, specifically, employing Second Language Tolerance of Ambiguity Scale from Ely. As for L2 achievement, total scores of CET4 serve as the measurement. The results show that the general situation of graduate students’ level is generally in the middle and a positively significant correlation rests between TOA level and L2 achievement, namely, CET4 scores, which may shed some light on the second language learning and second language teaching.
