数学建模视阈下的认知隐喻、转喻层面关系探赜-郭创.docx

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1、西安外国语大学 硕 士 学 位 论 文 数学建模视阈下的认知隐喻、转喻层面关系探赜 作者姓名： 郭创 学科专业： 语言学及应用语言学 研究方向： 认知语言学 指导老师： 孙毅教授 西安 2016 独创性声明 秉承学校严谨的学风与优良的科学道德，我声明所呈交的论文是 我本人在导师指导下进行的研宄工作所取得的成果。尽我所知，除了 文中特别加以标注和致谢的地方外，论文中不包含其他人己经发表或 撰写的研宄成果，不包含本人或他人已申请学位或其他用途使用过的 成果。他人对本研宄所做的任何贡献均己在论文中作了明确的说明并 表示了致谢。 申请学位论文与资料若有不实之处，本人承担一切相关责任。 作者签名 :身

2、, 曰 期 ： 年 / 月 / 2 _ 曰 数学建模视阈下的认知隐喻、转喻层面关系探赜 摘要 :自认知语言学诞生以来，学界对隐喻和转喻的研宄存在着明显的不 对等、不平衡特点。本研宄正是基于此背景之下萌发、提出并展开的。 本研宄的对象是认知语言学视域下的隐喻与转喻层面关系问题，且本研宄最 终目的是深入探讨与之密切关联的两个核心问题，即： 1)同为人类认知基本方 式的隐喻和转喻孰更为基本？ 2)二者之间的连续体关系与相互作用关系如何？ 本研宄在方法论上最大的特色是将自然科学之研宄方法与精神和认知语言 学研宄相结合。具体而言，主要采用三种方法。 1)数学建模法； 2)观察实验法 ; 3)多语种语料例

3、证法。 本研宄的主要成果主要有： 1)再次提出并从全新角度支持前人学者提出的 转喻比隐喻更为基本 这一学术观点。 2)从数理逻辑思维角度对隐喻、转喻 进行函数模型构建，并提出概念转喻认知的直线指向性与概念隐喻认知的曲线合 成性。 3)从意义生成角度提出隐喻和转喻的区分新标准。 4)对现有的转喻分类 进行了重新思考，提出了等价转喻分类。 5)通过多语种语料证明概 念转喻在人 类最基本概念认知过程中起决定性作用。 6)通过实验观察，提出在儿童语言能 力尚未形成或极度有限的阶段内，概念转喻认知能力比概念隐喻认知能力自然形 成的更早，且儿童在概念转喻认知过程中凸显体验哲学之三大核心思想理论。 7) 从

4、语言哲学角度审视转喻、隐喻和意义之间的关系并提出转喻和隐喻的循环连续 体关系。 本研宄与之前相关研宄相比，创新凸显在以下两方面。第一，理论创新。本 研宄在肯定并支持前人研宄的观点上尝试提出了新的理论观点，并从跨学科，多 角度，新视野来提供证据支持。第二，方法创新。本研宄完全有别于 前人的研宄 方法，将自然科学之研宄方法与精神和认知语言学研宄相结合是本研宄在方法论 上最大的特色与创新。 本研宄的不足之处主要在于 ： 1)本研宄是理论性研宄，且直接涉及语言学、 数学、哲学三个领域，这就对研宄者本人的理论素养有很高的要求。本人学识有 限，尚不能够在此三界之间游刃有余，这也势必会影响到本研宄的深度。

5、2)理 论与实例的融合还不够到位，理论的构建还不够系统化；所提观点、语料与试验 观察是否客观、科学，依然尚需各种证据和时间的检验。 3)本研宄侧重定性分 析， 缺少定量分析研宄，大型语料库的方法未能采用；观察实验的客观性、科学 性也有待改进。 4)理想化单模态下的研宄。 5)本研宄的理论价值如何得到实际 应用，还需要进一步深入研宄，这一切只有留待后续发掘了。 本研宄未来展望可在以下几个方面进行更为深入、更为全面的提升和探索。 1) 研宄者自身应始终不断地提高专业理论素养，特别是在跨学科、跨领域方面 上； 2)从单模态走向多模态； 3)基于大型语料库的隐喻、转喻层面及认知规律 研宄； 4)转喻的

6、使用特点探宄，特别是针对儿童认知的研宄；概念转喻在语言 习得中所起到的作用以及如何利用转喻思维促进外语学习；概念转喻的直线指向 性对翻译的影响等方面。 关键词：认知隐喻；认知转喻；层面关系；数学建模 On Interfacial Relations between Cognitive Metaphor and Metonymy Based on Mathematical Modeling Abstract： The studies and researches on cognitive linguistics have been conducted in an unbalanced way s

7、ince the founding of this theory. The research of this thesis is inspired by and based on such a background. The objective of this research is the interfacial relations between metaphor and metonymy and the research purpose focuses on the further discussion of two related core issues: 1) which one i

8、s more basic of the two fundamental ways of human cognition. 2) What about the relations of continuum and interaction between the two? The most prominent character of methodology lies in a combination of natural science and spirit and cognitive linguistics. Specifically, three methods were employed:

9、 1) The mathematical modeling method; 2) Observation experiment; 3.) Exemplification by means of multilingual corpus. The main results include: 1) The previous academic viewpoint that “metonymy is more fundamental than metaphor is proposed and supported from a new point of view. 2) From the perspect

10、ive of mathematical and logical thinking, the paper establishes the function model of metaphor and metonymy and proposes the linear direction of conceptual metonymy cognition and curved synthesis of conceptual metaphor cognition. 3) A new standard for a distinction between metaphor and metonymy has

11、been proposed from the view of sense generation. 4) The paper re-divides the existing classification of metonymy and puts forward the classification method of equivalence metonymy. 5) Multilingual corpus has proved that metonymy plays a decisive role in the process of humans basic concept cognition.

12、 6) The observation of experiment indicates that the natural birth of metonymy cognition is earlier than that of conceptual metaphor in the stage when childrens language ability has yet to be formed or was extremely limited and that three core ideas of philosophy are highlighted in the cognition pro

13、cess of childrens conceptual metonymy. 7) From the perspective of the philosophy of language, the relationship among memetaphor and meaning are examined and the continuum relationship between metaphor and metonymy are proposed. The innovation point of the study lies in the following aspects: Firstly

14、, the theoretical innovation. The paper puts forward a new point of view after confirming and supporting the previous views by means of gaining evidence from the interdisciplinary field, multi-angle analysis, and new horizon. Secondly, innovation in methodology. Different from the previous study, th

15、e paper makes use of a combination of methodology between natural science and spirit and cognitive linguistics. The limitation of this study lies in: 1) The research is theoretical and involves knowledge of linguistics, mathematics and philosophy, which demands for excellent theoretical attainment i

16、n these three fields. Due to the limited knowledge of the author, the research might be influenced and confined to a certain point. 2 ) The theory and instances in the research fail to be integrated very well and the theory is not established systemically; besides, the objectivity and scientificity

17、of the viewpoints, the corpus and the experiment in the study still require the validation of evidences and time. 3) The study focus on qualitative analysis, lack of quantitative analysis which uses a large corpus; meanwhile, the objectivity and scientificity of observation experiment is also to be

18、improved. 4) The research is a little idealized and single-mode. 5) The application of the theory to practice in the study needs further exploration. To make this study deeper and more comprehensive, it can be improved from the following aspects: 1 ) The researcher should continue improving the theo

19、retical attainment, especially the knowledge of interdisciplinary; 2) It is necessary to turn to the path of multi-modality from the single modality; 3) The study of metaphor, metonymy and rules of cognition should be based on a large corpus; 4) The study can go deeper in the features of metonymy us

20、e, especially for childrens cognition, the roles of metonymy in language acquisition and methods to stimulate foreign language learning by the application of metonymic thinking, and the influence of metonymy linear direction on translation. mathematical modeling 目录 第一章绪论 . 1 1.1本研宄的背景、目的及意义 . 1 1.2本

21、研宄主要观点、主要内容及创新之处 . 4 1.3本研宄的基本思路和研宄方法 . 4 1.4本研宄的主要框架及结构 . 5 第二章文献综述 . 6 2.1国外研宄 . 6 2.2国内研宄 . 13 2.3文献评述 . 17 第三章本研宄的哲学基础、理论基础与方法论 . 19 3.1哲学基础 . 19 3.2理论基础 . 21 3.3方 法 论 . 25 第四章认知隐喻、转喻层面关系探赜 . 29 4.1基于数学建模思维下的认知隐喻、转喻模型构建与层面探赜 29 4.1.1认知隐喻、转喻的数学模型构建 . 29 4.1.2概念隐喻的数学模型构建 . 31 4.1.3概念整合隐喻的数学模型构建 . 32 4.1.4转喻的数学模型构建 . 34 4.2基于儿童认知观察和人类基本词汇概念事实下的隐、转喻数学模型 推论求证 . 37 4.2.1基于儿童认知观察的实验证据 . 38 4.2.2基于人类语言符号概念的语料证据 . 45 4.3转喻、隐喻连续体关系的哲学思考 . 54 4.4小结 . 59 第五章结论 . 60 5.1本研宄的主要成果与创新 . 60