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Motion nouns and their verbal counterparts: a cognitive functional perspective on motion expressions

Motion nouns and their verbal counterparts: a cognitive functional perspective on motion expressions
运动名词及其动词对应物:运动表达的认知功能视角
批准号:
2440561
负责人:
金额:
$0.0万
依托单位:
依托单位国家:
英国
项目类别:
Studentship
财政年份:
2020
资助国家:
英国
项目状态:
未结题
起止时间:
2020 至 --

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中文摘要
翻译
在我的项目的中心是运动动词(如离开)和他们的名词(或名词)对应(如到达)之间的关系。更具体地说,本研究将集中在一个特定类型的名词(动词派生名词)。 虽然该领域的文献经常探索动词中的运动概念(例如Levin 1993),但当涉及到运动名词时出现了一个空白-这一领域相对未受影响。因此,如下所述,一些重要问题仍未得到解答。 此外,许多关于运动动词与其名词对应物之间关系的文献是矛盾的。正如Barque et al.(2009:174)所指出的,在文献中有一个很好的假设,即派生名词通常保持其动词词根的语义和句法元素。然而,动词-动词性名词的关系并不一定如此简单。Vendler(1967)的研究发现,有些名词虽然没有动词基础,但却显示出通常属于动词的语义特征。此外,Andreou和Lieber(2019)指出,动词的体语义(与时间相关的含义)与其动词名词对应物之间没有直接联系。 考虑到这些相互矛盾的帐户,本研究着手回答以下三个研究问题:RQ 1:什么是运动的概念(即词汇语法和语义属性)的运动名词,而不是他们相应的动词的性质? 第二个问题:动名对的方位和构成在多大程度上影响了它们之间语义特征的分布(例如,非动词名词、名动词、转换、借用)? RQ 3:我们如何从类型和频率两个方面解释名词性范畴中出现的新含义? 为了回答上述问题,我的方法包括三个部分。首先,我将通过使用大型通用语料库(例如英国国家语料库)来构建数据集,然后将为大约12个运动动词-名词对提取估计的250个索引行。将在审查文献后选择这些配对。然后,使用诊断测试(例如Balvet et al.的2011年),动词-名词对将分析其语义类型。 其次,我将向数据库中添加动词-名词对词源的详细信息,然后进行统计分析(例如回归分析)以确定基于方向的语义模式。 第三,我将从认知语言学(例如Langacker 1987)和系统功能语言学(例如Halliday 1985)的角度来探讨为什么运动名词会产生新的意义。 当看到这项研究的更广泛的影响时,这个项目将吸引的主要领域是翻译,计算语言学和第二语言学习和教学。
英文摘要
At the centre of my project is the relationship between motion verbs (e.g. leave) and their noun (or nominal) counterparts (e.g. arrival). More specifically, this research will focus on a certain type of nouns (deverbal nouns) which have been derived from verbs. Whilst literature in the field has often explored the construal of motion in verbs (e.g. Levin 1993), a gap emerges when it comes to motion nouns - this area has been left relatively untouched. Consequently, important questions remain unanswered, as detailed below. Furthermore, much of the literature around the relationship between motion verbs and their nominal counterparts is contradictory. As noted by Barque et al. (2009:174), there is a well-established assumption in the literature that deverbal nouns often maintain semantic and syntactical elements of their verbal root. However, the verb-deverbal noun relationship is not necessarily so straightforward. Research by Vendler (1967) found that some nouns display semantic features normally attributed to verbs, despite having no verbal base. Additionally, Andreou and Lieber (2019) note that there is no direct link between the aspectual semantics (time-related meanings) of a verb and its deverbal noun counterpart. With these conflicting accounts in mind, this research sets out to answer the three following research questions: RQ1: What is the nature of the motion construal (i.e. lexico-grammatical and semantic properties) of motion nouns as opposed to their corresponding verbs? RQ2: To what extent does the orientation and composition of the verb-noun pair play a role in the distribution of the semantic features between them (e.g. deverbal nouns, denominal verbs, conversion, borrowings)? RQ3: How can we account for new meanings emerging from the nominal category, both in terms of type and frequency? In order to answer the above questions, my methodology comprises three parts. First, I will build a dataset by using a large general corpus (e.g. the British National Corpus) and will then extract an estimated 250 concordance lines for approximately 12 motion verb-noun pairs. These pairs will be chosen after reviewing the literature. Then, using diagnostic tests (e.g. Balvet et al.'s 2011), the verb-noun pairs will be analysed for their semantic type. Secondly, I will add details of the verb-noun pair etymology to the database, followed by a statistical analysis (e.g. regression analysis) to identify semantic patterns based on orientation. Thirdly, I will turn to potential reasons as to why new meanings arise from the motion nouns, drawing upon both Cognitive Linguistics (e.g. Langacker 1987) and Systemic Functional Linguistics (e.g. Halliday 1985). When looking at the wider implications of this piece of research, the main areas which this project will appeal to are translation, computational linguistics and second language learning and teaching.
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