‘义项’的解读 ——学习者词典中介词义项划分及其表征的认知方法

论文摘要

本论文主要研究空间介词的语义分解及心理表征，从认知语义学的角度探索学习者词典中介词义项划分及其表征的方法。 以over，on，through等为代表的空间介词首先表达的是空间概念。人类思维源于人的生物本质、躯体经验及生活环境的自然状况，在空间概念的基础上形成人类基本的意象图式，经过隐喻和转喻模式，物理空间概念被映射到其它抽象的概念结构中去，于是，其它本无空间内容的概念也被赋予一种空间结构，介词具有了用于不同认知域的不同而又有联系的义项。 主流学习者词典中的介词词条存在诸如义项划分过粗或过细，释义与例证不匹配，相同义项散见词条各处等问题。此外，义项按词意在语料库中出现的频率高低排列割裂了义项间的语义联系，这与介词语义的引伸扩展不相吻合。词典采用了‘同形异义’观来处理多义关系，忽略了词意扩展背后的认知规律。造成这些问题的原因在于词典编者对于义项的本质以及介词的某一用法是否能够确立为一个义项缺乏较为一致的认识。 基于介词语义的理论分析，我们提出介词语义分析及义项划分的理论模型，通过“一二三”的‘多义观’原则来实现，即：一个中心—基本意义；二条判别可区别义项的标准—一是具有原型场景以外的非空间的意义或与原型场景中不同的动体／界标关系结构，二是有实例证明此意义不因语境的变化而改变；三个层次—分别是成分层、关系层和综合层：动体、界标、路径、动体与界标的接触等概念原子属于成分层，这些概念原子组合后构成关系层。综合层上的差别导致介词不同义项的产生。通过对中国词典使用者所做的介词语义心理表征调查，结果进一步证明了上述观点。说明介词义项划分的认知方法是有效的。

论文目录

• DECLARATION
• ABSTRACT
• ACKNOWLEDGEMENTS
• LIST OF TABLES
• LIST OF FIGURES
• LIST OF ABBREVIATIONS
• Chapter 1 Introduction
• 1.1 The Research Question
• 1.2 Objectives and Hypotheses
• 1.3 Methodology
• 1.4 Limitations
• 1.5 Thesis Overview
• Chapter 2 Models of Sense Division Identification vs. Mechanisms of Sense Extension
• 2.1 Introduction
• 2.2 Interrelationship between Linguistics and Lexicography
• 2.3 Traditional Models of Word Sense Identification
• 2.4 Corpus-based Model of Word Sense Identification
• 2.5 Historical Background of Polysemy
• 2.6 Cognitive Linguistics
• 2.6.1 Language and Human Cognition
• 2.6.2 Cognitively Oriented Work in Semantics
• 2.6.3 Mechanisms of Sense Extension
• 2.6.4 Network Model
• 2.6.5 Concluding Remarks on Cognitive Semantics and Polysemy
• 2.7 Impact on the Future of Lexicography
• Chapter 3 Earlier Research into Prepositions
• 3.1 Introduction
• 3.2 Approaches to the Representation of Distinct Senses Associated with Prepositions
• 3.3 A Preliminary Study of the Prepositions
• 3.3.1 Figure/Ground Segregation
• 3.3.2 Trajector, Landmark, and Schema
• 3.4 Conclusion
• Chapter 4 Cognitive Semantic Analysis of Prepositions
• 4.1 Introduction
• 4.2 Approaches to the Analysis of Prepositions
• 4.2.1 The Full-Specification Approach
• 4.2.2 The Partial-Specification Approach
• 4.3 From Spatial to Figurative Senses: The Conceptual Metaphor
• 4.4 Semantic Network of the Preposition: Taking 'over' as an Example
• 4.4.1 Methodology for Determining the Distinct Senses
• 4.4.2 The Primary Sense
• 4.4.3 Complex Conceptualization
• 4.4.4 Additional Senses in the Semantic Network
• 4.5 Conclusion
• Chapter 5 An Empirical Study of the Sense Division and Organization
• 5.1 Introduction
• 5.2 Conventions of Sense Divisions and Principles of Sense Ordering
• 5.3 Preposition Entries in Learner's Dictionaries
• 5.3.1 Introduction
• 5.3.2 'On' in Learner's Dictionaries
• 5.3.3 'Over' in Learner's Dictionaries
• 5.4 Senses Divided by Chinese EFL Dictionary Users
• 5.4.1 Introduction
• 5.4.2 Previous Experiments
• 5.4.3 Empirical Data from Chinese EFL Dictionary Users
• 5.5 Conclusion
• Chapter 6 Implications for Dictionary-Making
• 6.1 Introduction
• 6.2 Outline of the Model
• 6.2.1 The Principled Polysemy Network
• 6.2.2 The Non-propositional Nature of Concepts
• 6.2.3 Language Radically Underdetermines the Interpretation of Utterances
• 6.3 Illustrating the Model
• 6.3.1 The Central Sense for 'Over'
• 6.3.2 The Proto-Scene for 'Over'
• 6.3.3 The Cognitive Principles
• 6.4 Suggested Schematic Representation of the Extended Senses of 'over'
• 6.4.1 The ABC Trajectory Cluster
• 6.4.2 'Covering' Sense
• 6.4.3 'Examining' Sense
• 6.4.4 'Focus-of-Attention' Sense
• 6.4.5 Vertical Elevation or UP Cluster
• 6.4.6 'More' Sense
• 6.4.7 'Over-and-Above （ExcessⅡ）' Sense
• 6.4.8 'Control' Sense
• 6.4.9 'Preference' Sense
• 6.4.10 'Reflexive' Sense
• 6.4.11 'Repetition' Sense
• 6.5 Testing the Model-the Preposition 'through'
• 6.6 Discussion and Conclusion
• Chapter 7 Conclusion
• 7.1 Preliminary Summary
• 7.2 Summary of Principal Contributions
• 7.3 Conclusion-Toward A Better Dictionary
• Bibliography
• Appendix A A Comparison of 'over' in Learner's Dictionaries
• Appendix B Sample Sentences Containing over from Learner's Dictionaries