Applying cognitive linguistics to pedagogical grammar: the english prepositions of verticality
Applying cognitive linguistics to pedagogical grammar: the english prepositions of verticality
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将认知语言学应用于教学语法：英语垂直介词
DOI：
10.1590/s1984-63982005000200002
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发表时间：
2005
影响因子：
1.1
通讯作者：
A. Tyler
中科院分区：
文献类型：
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作者：
V. Evans;A. Tyler
在本文中，我们将阐述将认知语言学的观点应用于教学语法的优点。我们通过检查英语介词来做到这一点，长期以来，英语介词一直被认为是第二语言学习者习得最困难的领域之一。我们提出的研究英语介词语义的方法是Evans和泰勒（2004 a，B，In prep.）以及泰勒和埃文斯（2001 a，2003）。这一解释提供了以下启示：1）介词编码的概念本质上是意象图式的，因此具有具体化的基础。换句话说，介词没有被适当地建模为构成语言命题或语义特征束（形式语言学中的公认观点）; 2）英语介词编码了一种抽象的空间关系的心理理想化，来自更具体的空间场景。这形成了语义网络的主要意义成分; 3）理想化的空间关系也编码了一个功能元素，这源于空间关系对于人类功能和与物理环境的互动是显着和相关的方式; 4）语义网络中的附加意义已经以系统的，受约束的方式扩展。我们讨论了扩展的两个关键原则：观看空间场景的方式和经验相关性。我们展示了认知语言学方法的有用性，通过检查的词汇化模式的几个方面所表现出的在和四个英语介词的垂直性，在，之上，之下和之下。这些介词提供了很好的证据表明，介词的意义是从空间扩展到抽象领域的方式是有规律的和受约束的。我们的结论是，认知语言学的方法介词提供了一个更准确的，系统的帐户，反过来，提供了一个更连贯的，可学习的介绍这迄今为止似乎任意方面的英语语法的基础。
In this paper, we illustrate the merit of applying insights from Cognitive Linguistics to pedagogical grammar. We do so by examining English prepositions, long assumed to be one of the most difficult areas of acquisition for second language learners. The approach to the semantics of English prepositions we present is that developed in Evans and Tyler (2004a, b, In prep.) and Tyler and Evans (2001a, 2003). This account offers the following insights: 1) the concepts encoded by prepositions are image-schematic in nature and thus have an embodied basis. In other words, prepositions are not appropriately modelled as constituting linguistic propositions or semantic feature bundles (the received view in formal linguistics); 2) an English preposition encodes an abstract mental idealization of a spatial relation, derived from more specific spatial scenes. This forms the primary meaning component of a semantic network; 3) the idealized spatial relation also encodes a functional element, which derives from the way spatial relations are salient and relevant for human function and interaction with the physical environment; and 4) the additional senses in the semantic network have been extended in systematic, constrained ways. We discuss two key principles of extension: ways of viewing a spatial scene and experiential correlation. We demonstrate the usefulness of a Cognitive Linguistics approach by examining a few aspects of the lexicalization patterns exhibited by in and the four English prepositions of verticality, over, above, under and below. These prepositions provide good evidence that prepositional meanings are extended from the spatial to abstract domains in ways that are regular and constrained. We conclude that a Cognitive Linguistics approach to prepositions provides a more accurate, systematic account that, in turn, offers the basis for a more coherent, learnable presentation of this hitherto seemingly arbitrary aspect of English grammar.
Y.Komatsu.；K.Toyama.：59. 1988。
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