Semantic Cognitive Domains of NEAR and CLOSE
Abstract
Metaphor, as a trill or an ornament to language, once arrested much attention of both English and Chinese scholars two thousand years ago. Until recent times, metaphor has been viewed as a basic human thinking way or cognitive process as well. With the rising of conceptual metaphor theory, more attention has been attached to the significance of conceptual metaphor in second language teaching. Nevertheless, little work has been done to study the connection between conceptual metaphor and foreign language teaching, including vocabulary teaching. In order to give some enlightenment to vocabulary teaching and learning this thesis apply the conceptual metaphor to study the attribution of two adjectives “near” and “close” in semantic cognitive domains by using the corpus and retrieval system. The study suggests that new Words should be learned in context and the words of semantic domain should be taught in light of the learner. In reality, cultivating the habit of learning vocabulary by means of conceptual metaphors is of great benefit to students.
Key Words: cognitive semantics；conceptual metaphors；concepts; corpus
摘 要
兩千年前，隱喻作爲1種語言點綴物而吸引了大量中外學者的注意, 而近年來，隱喻被視作人類的`1種基本思維方式或者是1個認知過程。正因爲這樣，隨着概念隱喻理論的興起，概念隱喻在2語教學中的意義也越來越得到關注。然而，很少有著作研究概念隱喻和外語教學（包括詞彙教學）2者間的關係。本文應用概念隱喻理論並藉助語料庫和詞彙檢索軟件調查研究形容詞“near”和“close”在各個語義認知域的分佈，旨在爲詞彙教學和學習指出1條新思路。研究結果表明詞彙學習應在語境中進行並且應該有目的地針對學者接受水平。事實上，培養通過概念隱喻學習詞彙的習慣將使學生受益良多。
關鍵詞：認知語義學、概念隱喻、概念、語料庫