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传统的语义学在分析词义的演变和发展时,更多地将词义的变化归于历史的、社会的外部因素,未能把握词义演变的本质。认知理论认为词义演变的内因来自于语言使用者的认知思维,只有认知因素才能说明词义演变的内在机制和可能性。本文探讨分析了认知隐喻学对于词义演变现象的解释及其对语言教学的启发意义。
When analyzing the evolution and development of the semantic meaning, the traditional semantics attributed the changes of the semantic meaning to historical and social external factors and failed to grasp the essence of the evolution of the semantic meaning. Cognitive theory that the internal meaning of word meaning evolution from the cognitive thinking of language users, only cognitive factors can explain the inherent mechanism and possibility of word meaning evolution. This article explores and analyzes the cognitive metaphorical interpretation of the phenomenon of lexical development and its implications for language teaching.