A cognitive semantic approach to teaching prepositions
A cognitive semantic approach to teaching prepositions
复制标题
介词教学的认知语义方法
DOI：
10.1093/elt/52.3.197
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发表时间：
1998
期刊：
影响因子：
2.5
通讯作者：
Murielle Demecheleer
中科院分区：
文献类型：
--
作者：
F. Boers;Murielle Demecheleer
介词是典型的多义词：它们有不同但相关的意义。认知语义学认为，介词的比喻意义是由空间意义通过概念隐喻引申出来的。在教学背景下，它可能是有用的提请学习者注意那些方面的介词的空间意义是特别相关的隐喻化过程。本文探讨了介词的认知语义分析可以用来预测理解问题的可能途径，并促进对不熟悉的比喻意义的理解。
Prepositions are typically polysemous items: they have different, but related senses. According to cognitive semantics, the figurative senses of a preposition are extended from its spatial senses through conceptual metaphors. In a pedagogical context it may be useful to draw learners' attention to those aspects of a preposition's spatial sense that are especially relevant for its metaphorization processes. This article examines possible ways in which cognitive semantic analyses of prepositions could be used to anticipate comprehension problems, and facilitate comprehension of unfamiliar figurative senses.