认知视角下外向型汉英学习词典的理论框架建构

论文摘要

随着汉语学习在全世界的推广,越来越多的学者和学习者已经意识到外向型学习词典的重要性。外向型汉英学习词典对于外国汉语学习者是非常有用的辅助工具。但是,外向型汉英学习词典的理论研究却远远落后于其实践,很多论文仅仅停留在技术层面,缺乏理论基础。本论文尝试使用认知语言学中范畴化与原型理论、意象图式和隐喻理论来指导外向型汉英学习词典编纂,旨在构建认知视角下的外向型汉英学习词典理论框架。本论文在引言部分对外向型汉英学习词典和认知视角的定义进行了界定,探讨了本文的研究理据、研究范围和方法和研究目标,最后说明了论文的结构。为了保证外向型汉英学习词典研究具有坚实的理论基础,第二章论述了认知语言学的相关理论,包括语言与认知、范畴化与原型理论、意象图式和隐喻,而且探讨了这些理论对于外向型汉英学习词典研究的启发。接着本论文从认知视角对外向型汉英学习词典进行了描写和分析。通过对词典的宏观结构、微观结构和中观结构,本论文建构了外向型汉英学习词典的理论框架。在这一部分作者回顾了以往取得的成果,并提出了自己的观点。本论文在第四章做了两个案例研究,一个是分析已出版的汉英词典,另一个是描写和指导正在编写的一本词典。这样从实践方面对于认知视角下的汉英学习词典的研究进行深化。本论文的主要创新点在第五章进行了归纳。他们分别是指导确立词目的概念三层理论、微观结构的认知信息、范畴化对应和外向型汉英学习词典在认识视角下的理论框架。

论文目录

• Synopsis
• Contents
• A List of the Abbreviations Used in This Thesis
• Chapter One Introduction
• 1.1 Research background
• 1.1.1 Notion discrimination:C-E dictionary for foreign learners and cognitive perspective
• 1.1.2 The need for the present study
• 1.2 Scope & research method of the present thesis
• 1.2.1 Scope of the present thesis
• 1.2.2 Research method of the present thesis
• 1.2.2.1 Personal experience
• 1.2.2.2 Case study
• 1.3 Aims and purposes
• 1.4 Structure of this thesis
• 1.5 Summary
• Chapter Two Cognitive Perspective
• 2.1 Introduction
• 2.2 Cognition and language
• 2.3 Categorization and the Theory of Prototypes
• 2.3.1 Categorization
• 2.3.2 The Theory of Prototypes
• 2.3.3 Enlightenment of categorization and the Theory of Prototypes
• 2.4 Image schemas
• 2.5 Metaphor
• 2.5.1 Philosophical basis of metaphor
• 2.5.2 Nature of metaphor
• 2.5.3 Types of metaphor
• 2.5.4 Functioning mechanism of metaphor
• 2.6 Summary
• Chapter Three The Bilingual Dictionary for Foreign Learners from the Cognitive Perspective
• 3.1 Introduction
• 3.2 Macrostructure from cognitive perspective
• 3.2.1 Selection of the word list
• 3.2.2 Ways of ordering headwords
• 3.3 Microstructure from cognitive perspective
• 3.3.1 "Meaning" in microstructure
• 3.3.1.1 Definition
• 3.3.1.2 Example
• 3.3.2 Sense ordering in microstructure
• 3.3.3 Cognitive information in microstructure
• 3.4 Mediostructure from cognitive perspective
• 3.5 Summary
• Chapter Four Case Studies
• 4.1 A case study of five C-E dictionaries
• 4.2 A case study of My First C-E Illustrated Dictionary
• 4.3 Summary
• Chapter Five Conclusion
• 5.1 A summary of the present thesis
• 5.2 Main findings involved in the present thesis
• 5.2.1 Three levels in categories to guide the selection of the common word list
• 5.2.2 Cognitive information in microstructure
• 5.2.3 Equivalents of categorization
• 5.2.4 A theoretical framework of the C-E bilingual dictionary for foreign learners from the cognitive perspective
• 5.3 Limitations of the present study
• 5.3.1 Limitation of literature
• 5.3.2 Insufficient research into relevant academic fields
• 5.3.3 Insufficient examples in the present thesis
• 5.4 Suggestions for the further study on the C-E bilingual dictionary for foreign learners from the cognitive perspective
• References
• Appendix
• Acknowledgements