摘要
在多义词教学中运用认知路径法,即从认知隐喻的解读视角,顺着词义历时发展的脉络,分析词义发展的认知路径,观察多义词如何从最初也是最基本的意义通过隐喻和转喻的方式,演变发展出各项词义。无论是简单词形还是由复合词、派生词等构成的复杂词形,多义词都会在意义的历时演变中涉及到众多隐喻和转喻现象。分析这些现象,揭示人们发展词义时的认知理据,能够使多义词的教与学不仅充满乐趣,而且更加深入。
In teaching polysemous words,cognitive route approach is to follow the historic line to peek into the cognitive routes of sense development,observing and detecting how the far-reaching initial meaning evolves,via metaphor and metonymy,the many senses it derives. The polysemous words,in simple forms or complicated ones via compounding or affixation,very often involve metaphor and metonymy in the diachronic development of their senses. Analyzing these semantic phenomena to reveal the cognitive motivations behind can make both studying and teahching interesting as well as probingly in depth.
出处
《海外英语》
2014年第20期105-106,117,共3页
Overseas English
基金
教育部人文社科青年基金项目"基于<红楼梦>平行语料库的汉英隐性隐喻认知路径比较"(11YJC740103)
聊城大学教学改革项目"基于认知隐喻理论的英语专业教学模式改革研究"(G201202)
关键词
认知路径法
词义发展
英语多义词教学
复杂词形
简单词形
认知隐喻和转喻
cognitive route approach
sense development
English polysemous words teaching and learning
simple forms
complicated forms
cognitive metaphor and metonymy
