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本文以认知语言学的基本概念——主观识解的语言编码方式为主线,立足于发话者的立场,从“发话者自用的表述”和“发话者顾及他人的表述”这两个层面对日语中的感情感觉形容词、意志动词、发话者主观态度的表述、敬语、自他对应动词以及助动词‘れる、られる’等六类语言现象进行了归纳和剖析。由于日语的“自我投入式”的语言编码方式所致,发话者始终存在于其语言编码的事态之中。为了信息互通的顺畅展开,发话者必须随时留意和顾及对方,必要时,则根据情况及时地将自己的主观意志的指向性弱化、包裹或掩饰起来。由此便产生了种种独特的表述方式。在大学专业日语教学阶段,为了使学生尽快摆脱母语干扰、增强对日语整体把握的综合能力,导入何种教学模式至关重要。本文所主张的所谓发话者“自我投入式”的教学手法可谓是一种尝试。
In this paper, the basic concept of cognitive linguistics - the subjective knowledge of the language encoding the main line, based on the speaker’s position, from “the speaker’s own expression” and “the speaker take other people’s account” this At two levels, this paper summarizes and analyzes the six kinds of linguistic phenomena of affective adjectives, volitional verbs and subjective attitudes in Japanese, honorifics, self-verbs and auxiliary verbs such as “れ る, ra れ ru”. Due to the Japanese “self-styled” language encoding, the speaker always exists in the language encoding of the matter. In order to smoothly carry out the exchange of information, the caller must always pay attention to and take care of each other, if necessary, according to the situation in a timely manner to weaken the direction of their subjective will, parcel or cover up. This gave rise to a variety of unique expressions. In the course of professional Japanese teaching in university, it is very important to introduce the teaching mode in order to make the students get rid of their mother tongue as soon as possible and enhance their overall ability to grasp the whole of Japanese. This article advocates the so-called caller “self-investment ” teaching can be described as an attempt.