the development of schools of linguisticsWord文档格式.docx
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the development of schools of linguisticsWord文档格式.docx
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InstituteofScience
abstract
Withthedevelopmentofcongitivelanguage,moreandmorelinguistispayattentiontothisfield,Andsincethehistoryoflinguisticsunderwentlongchanges,manyshoolsoflingtuisitcshasalreadymadecontructuiontotheoutbrustofthisnewfield.Ijustwanttosummarytheirresultsonthisnewlyflower.
keywords:
schoolsoflinguisitcscongitivelinguisticscategorizationmetaphormetonymyprototype
content:
Arisequestion…………………………………………………………4
Ibriefintroductionofcongnitivelinguistic…………………………..4
IIclassicalapproachofcategorization……………………………….9
IIIprototypeCategories……………………………………………….11
IVprototypesandschemas……………………………………………12
VLinguisticandencyclopaedocknowledge………………………….12
VIIConceptualmetaphorsandmetonymies…………………………15
VIIIploysemouscategoriesinmorphonologyandsyntax…………19
IXthemeaningsoffallingandrisingtones…………………………20
Xgrammaticalcategories…………………………………………….21
XIFigureandground…………………………………………………22
XIITheframeandattentionapproach………………………………23
XIIIOtherissuesincognitivelinguisitcs……………………………..26
XIIIIsummary…………………………………………………………27
IArisequestion:
Whatisthelinguisticssetsouttoanalysis?
whatistheirutmostpurposeofthestudy?
thelongingforthemysteryoftheoriginoflanguageandexploretheheartandofhumanhasbeenstimulatingnumerouslingtuisticstoinvolveinthiswork.
Andsincepeoplebegantopayattentiontothisdistinctivefeature---language,therearemanyproblemssproughtout,likethedevelopmentofotherfieldandscience,thelingutisicshasbeenalsounderwentalongwaytoadvance.FromtheGreek'
s
analysisofphonology,syntaxandsemanticstotheRomancivilzation,Saussure,thefatheroflinguisitcsgivethelingustisanewlife,thenthedevelopementofdesriptiviststogiveusthefieldmethodtodoreserch,WiththeriseofCHomkyandtheAMericanstrucuturalist,wefirstbegantoexploretherelationbetween
languageandourmind,followedbythePragueschoolandLondonschool.Influencedbythesociologyandpsychologyandotherfields,moreandmorepeopleconcernedwiththehumanuseoflanguage,andthecognitivelinguisticshascameout.Wecanseetheideasofeachperiodofshoolsoflinguisicsreflectthehumanbeing'
sresearchprocess,firstwepayattentiontoaquestion,thenweexplorethesurfaceoftheproblem
thentothedeepinsideourtheissue,finallywetouchedtheheartandnatureoftheissue.
inmyopinion,whetherweperceivelanguageasacontenthierarchicalsysetemorrelationnet,oramethodtocommunicatewithoutsideworld,thepurposeoflinguisicsistorecognizethehuman'
sconginitionoflanguageintotoknowthenatureofhumanbeingsandourpotentialcapability.so,ithinktheconginivelingtuisticsisjust
toexploreinthisfield.Cognitivesciencealthoughitisanewfieldthatbringstogetherwhatisknownaboutthemindfrommanyacademicdisciplines:
psychology,Altlinguisics,anthropology,philosophy,andcomputerscience.Althoughitisthenewlyfield,manyschoolsoflinguisitcshasalreadymadecontributionstothedevelpmentofit.So,
inthisarticle,Iwanttogivebriefsummaryofthecontributionofeachschoolsoflinguistics.
Ibriefintroductionofcongnitivelinguistic
I.1briefintroductionofcongnitivelinguistics:
cognitivelinguisticsisanapproachtolanguagethatisbasedonourexperienceoftheworldandthewayweperceiveandconceptualizeit.
thebasicfoundationofthecognitivelinguisticsisthereisaintermediatelevelbetweenlanguageandworld--congintion.Talmyisthefirstpersonwhothinkaboutthisproblem,butuntil1987,thepublicationof"
Woman,fireanddangerousthings"
byLakoffmarkedthebegingingofthisfield.
Basedonthementalism,theyholdthat:
languageknowledgeisthepartofourcommonknowledge;
languagelikeotherthinkingprocess;
theuseoflanguagecontainthegeneralcongnitiveprinciple;
thenaturallanguageandfigurativelanguagehasnoclearboundary,synchronicanddiachronicdescriptionshouldbeboundtogether;
thevarientoflanguagemakeusknowtheprincipleoflanguageandcognitition;
thelanguisticsshouldbelinkedwithotherdisciplines.
AccordingtoLakoff,thecognitionlinguisticsisagainttheobjectivism,orthetraditionalview.
onthetraditionalview,reasonisabstractanddisembodied,wecallingthetraditinalviewobjectivismforthefollowingreason:
Modernattempstomakeitworkassumetherationalthoughtconsisitsofthemanipylationofabstractsymblosandthatthesesymblosgettheirmeanningvuaacorrespondencewiththeworld,objectivelyconstructed.Acollectionofsymblosplacedincprrespondencewithanobjectivelysturcturedworldisviewasarepresentationofrealtity.thetraditionalviewseesreasonasliteral,asprimarilyaboutpropositionsthatcanbeobjectivelyeithertrueorfalse.thetraditionalaccoutclamisthatthecapaccityformeaninfulthoughtandforreasonisabstractandnotnecessarulyembodiedinanyorganism.thus,meaningfulcomcepsandrationalityaretranscendental,inthesensethattheyaretranscend,orgobeyondthephysicallimitationsofanyorganism.Meaningfulconceptsandabstractreasonmayhappentobeembodiedinhumanbeings,orinotherorangims-buttheyexistabstray,independentlyofanyparticularembodiment.
Onthecongintiveview,reasonhasbodilybasis,ittakesimagniativeaspectsofreason-metaphor,metonmyandmentalimageryascentraltoreason,ratherthanasaperipheralandinconsequentialadjuncttotheliteral.inthenewview,,meaningisamatterofwhatismeaningfultothinking,functioningbeings.Thenatureofthinkingorganismandthewayitfunctionsinitsenvironmentareofcentralconcerntothestudyofreason.
Bothviewstakecategorizationasthemainviewthatwemakesenseofexperience.Categoriesonthetraditionalviewarecharacterizedsolelybytheproperitiessharedbytheirmembers.thatis,theyare
(1)independentlyofthebodilynatureofbeingsdoingthecategorizingandliterally,
(2)literally,withnoimaginativemechanisms(metaphor,metonymyandimagery)enteringintothenatureofcategories.inthenewview,ourbodilyexperienceandthewayweuseimaginativemechanismarecentraltohowweconstructcategoriestomakesenseofexperience.
thenewviewholdthatthoughtisembodied,thatis,thestructureusedtoputtogetherourconceptualsysystemsgrowoutofbodilyexperienceandmakesenseintermsofit,moreover,thecoreofourconceptualsystemisdirectlygroundedinperception,bodymovement,andexperienceofaphysicalandsocialcharacter.thoughtisimaginative,inthatthoseconceptswhicharenotdireclygroundedinexperienceemploymetaphor,metonlyandmentalimagery-allofwhichgobeyondtheliteralmirroring,orrepresentation,ofexternalreality.thoughhasgestaltpropertiesandisthusnotatomistic;
conceptshaveanoverallstructurethatgoesbeyondmerelyputtingtogetherconceptualbuildingblockbygeneralrules.thoughthasanecologicalstructure.theefficiencyofcognitiveprocessing,asinlearningandmemory,dependesontheoverallsturctureoftheconceptualsyste,andonwhattheconceptsmean.thoughtisthusmorethanjustthemechanicalmanipulationofabstractsymbols.conceptualstructurecanbedescribedusingcognitivemodelsthathavetheaboveproperties.thetheoryofcongitivemodelsincorporateswhatwasrightaboutthetraditionalviewofcategorization,meaningandreason,whileaccountingfortheempiricaldataoncategorizationandfittingthenewviewoverall.
I.2thethreeapparoches:
Cognitivelinguisticsrepresentedbythreemainapproaches:
theexperientialview,theprominenceview,andtheattentionalviewoflanguage.Tobeginwiththeexperientialview,itsmainclaimisthatinsteadofpostultinglogicalrulesandobjectivedefinitionsonthebasisoftheoreticalconsiderationsandintrospection,amorepracticalandempiricalpathshouldbepursued.Theybelievethatoursharedexperienceoftheworldisalsostoredinoureverydaylanguageandcanthusbegleanedfromthewayweexpressourideas.Inordertoopenthismine,however,wehavetogobeyondthelogicofclausepatternsandexaminefigurativelanguage,especiallymetaphors.Theprominenceviewprovidesoneexplanationofhowtheinformationinaclauseisselectedandarranged.Analternativeapproachisbasedontheassumptionthatwhatweactuallyexpressreflectswichpartsofaneventattactourattention,I.3CongnitiveGrammarandCognitiveSemanticsanditcanthereforebecalledtheattentionalview.
I.3CongnitiveGrammarandCognitiveSemantics
itconsiststwoparts:
congitivegrammarandcongintivesemantics.thecongitiveGrammarworksontoconnecttheconceptualrolewithstructuralpoleandfinddefinitiontodifferentcategorization,levelorstructureofgrammar,Theyholdthatthephonology,phoneticandsyntaxaswellassematicsshouldbeassociatedwitheachotherandcannotbedividedseparatelytoexplore.andthecongitivesemanticsconcentratesonmetaphor,imageschema,meantalspacesaswellasconstructingascenetoillustrate.
now,wehaveabriefinsightintothecognitivelinguisitcs,welookintowhatcontributionshadbeenmadebymanyschoolsoflinguisiticsinthisfieldandhowtheyadvancethedevelopmentofthisfield.
IIthecategorizationofcol
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