CAJ | 학술논문

基于语料库数据,从认知语言学视角对比研究了英汉语的方位、时间、所属关系三类双名词内向结构的语序问题;并进行了认知分析,为外语教学和对外汉语教学提出了建议。英语该类结构均由＂主词＋介词＋修饰语＂构成,遵循从主到次的语序;汉语的均由＂修饰语＋的＋主词＂构成,遵循从次到主的语序;语序相反。英汉内向结构是不同的意象,其构建的视角不同。这种视角差异是由不同的民族认知方式造成的：英语母语者多采用＂核心突破式＂认知方式,而汉语母语者则采用＂外围剥离式＂的认知方式。英汉语内向结构对射体和界标选定的一致性体现了语言的共性,而语序的差异是民族认知方式逆向化在语言中的体现。外语教学和对外汉语教学要以语料库为语言事实材料,并从认知的高度来解释语言差异才能达到较好的教学效果。
기우어료고수거,종인지어언학시각대비연구료영한어적방위、시간、소속관계삼류쌍명사내향결구적어서문제;병진행료인지분석,위외어교학화대외한어교학제출료건의。영어해류결구균유＂주사＋개사＋수식어＂구성,준순종주도차적어서;한어적균유＂수식어＋적＋주사＂구성,준순종차도주적어서;어서상반。영한내향결구시불동적의상,기구건적시각불동。저충시각차이시유불동적민족인지방식조성적：영어모어자다채용＂핵심돌파식＂인지방식,이한어모어자칙채용＂외위박리식＂적인지방식。영한어내향결구대사체화계표선정적일치성체현료어언적공성,이어서적차이시민족인지방식역향화재어언중적체현。외어교학화대외한어교학요이어료고위어언사실재료,병종인지적고도래해석어언차이재능체도교호적교학효과。
The present paper investigates the constituent order of directional, temporal, and possessive endocentric construc- tions involving double nouns in English and Chinese based on the corpora of BNC and CCL from the perspective d Cognitive Linguisitcs. The statistical results show that the three endocentric constructions in English are all composed of ＂headword ＋ prep ＋ modifier＂, following the order of from a headword to a modifier whereas the counterparts in Chinese are made up of ＂modifier ＋ de ＋ headword＂ with a converse word order. It is held that the three endocentric constructions in both languages construct different imageries with slight difference in the way to perceive and construe the same scene. It is asserted that the converse constituent order is due to different cognitive manners, by which Chinese native speakers usually adopt the way of perception ＂from periphery to core＂ while English native speakers tend to prefer the manner of perception ＂from core to pe- riphery＂. The same choice of a projector and a landmark in such constructions in both languages verifies the universal princi- ple of cognitive salience in language symbolic structures. The different constituent order is the reflection of variant cognitive manners in langauge construction. It is advisable that the authentic instances from corpora should be employed in teaching English and Chinese to foreign learners, and the differences can be accounted for from the angle of cognitive manners.