外语教学
外語教學
외어교학
Foreign Language Education
2011年
3期
1~4
,共null页
转喻 认知机制 认知过程 概念框架
轉喻 認知機製 認知過程 概唸框架
전유 인지궤제 인지과정 개념광가
metonymy; cognitive mechanism; cognitive process ; conceptual frame
转喻的认知机制通常诠释为本喻通达概念之间的心智联系，形式表述为理想化认知模型及其概念构造。但是，在更精致的表述中，转喻的认知机制除了模型外，还涉及概念框架，更涉及框架中不同连通关系的双向选择激活。喻体的概念语义可以有四种，它们的认知过程同样需要在概念框架中完成。
轉喻的認知機製通常詮釋為本喻通達概唸之間的心智聯繫，形式錶述為理想化認知模型及其概唸構造。但是，在更精緻的錶述中，轉喻的認知機製除瞭模型外，還涉及概唸框架，更涉及框架中不同連通關繫的雙嚮選擇激活。喻體的概唸語義可以有四種，它們的認知過程同樣需要在概唸框架中完成。
전유적인지궤제통상전석위본유통체개념지간적심지련계，형식표술위이상화인지모형급기개념구조。단시，재경정치적표술중，전유적인지궤제제료모형외，환섭급개념광가，경섭급광가중불동련통관계적쌍향선택격활。유체적개념어의가이유사충，타문적인지과정동양수요재개념광가중완성。
The cognitive mechanism of metonymy is usually understood as the mental access from the conceptual vehicle to the conceptual target and formally accounted for within idealized cognitive models and their conceptual configurations. However, in a fine-grained account, the metonymical mechanism includes more than ICMs, hut also conceptual frames. The cognitive process is not simply the mental access to the target, hut also some hi-directional selective activation of interconnected relations within the conceptual frames. The metonymical targets are found to be understood in four ways and their cognitive processes should also be executed within the conceptual frames.
