摘要
本文以认知语言学理论为基础,以《唐诗三百首》中的102个"月"为研究语例,探析"月"的主要诗学意义以及认知语境在意义建构中的作用机制。研究发现,诗人试图通过隐转喻机制建构一个人化的"月",并以此表达诗学意义;而读者作为一种反映者,如果要更接近诗人的用意,必须依靠读者自身的认知图式(主要包括社会、文化、诗人阅历背景、诗歌特点等)建构一个"临时性"语境,进而解读原作者的隐转喻认知机制,在想象和意念中体验诗人建构的意境。在此过程中,诗人和读者都各自在进行着意义建构,虽说读者的意义与诗人的意义不可能完全重合,但读者会从自己的视角出发,接近诗人原初意义,从而使得读者与诗人之间形成联动意义建构的认知张力。
This paper,based on the theories of cognitive linguistics,endeavors to explore the poetic meaning of the moon and the significant mechanism of cognitive context in the process of meaning construction,by analyzing 102 "moon" in Three Hundred Tang Poems. The paper argues that poets usually express their poetic meaning by metonymy and metaphor to make the moon humanized. Thus,readers,so as to have a better understanding of the moon,must set up a temporary context by applying readers’ own cognitive schema( mainly including social factors,culture,the poet’s background and the features of the poem). In this way,readers,by deconstructing metonymy and metaphor of poets,can taste the image in the process of imagination and thinking and have a good appreciation of the poem. The process witnesses the meaning constructions from poets and readers,which seldom overlap completely. However,readers usually approach the poets’ meaning,thus forming the cognitive tensions between readers and poets in the processes of chain-reaction meaning constructions.
出处
《西安外国语大学学报》
CSSCI
2018年第4期29-33,共5页
Journal of Xi’an International Studies University
基金
全国教育科学规划课题"基于需求分析构建大学英语课程新体系的理论研究及实践探索"(项目编号:GPA115002)
浙江省教育厅科研项目"大学英语教学在我校拔尖创新人才培养中的探索与实践"(项目编号:Y201329721)的阶段性研究成果
关键词
“月”意象
隐喻
转喻
认知语境
图式
image of the moon
metaphor
metonymy
cognitive context
schema
