認知語法在臺灣閩南語教學上的應用：以時間介詞ui^3對、kau^3到與cing^7從為例

Applying Cognitive Grammar to the Pedagogy of Taiwanese Southern Min: The Case of "Ui^3", "Kau^3" and "Cing^7"

郭永松(Yung-Sung Kuo)

《臺北市立教育大學學報. 人文社會類》 41卷2期 (2010/11) Pp. 109-132

https://doi.org/10.6336/JUTh/2010.41(2)5

摘要

臺灣閩南語的時間介詞ui^3對、kau^3到與cing^7從等三者具有複雜且零碎的語義及語法關係，並且其所造成的任意武斷性對這三者的語法教學構成挑戰。由於認知語法理論可以系統性地描述及詮釋語法的特異性，進而提升教學語法的效能，因此本文嘗試探討將認知語法運用在臺灣閩南語時間介詞語法教學上的可能性。本文具體地論述如何將認知語法中的「意象圖式」、「概念隱喻」與「原型理論」等理論應用至ui^3對、kau^3到與cing^7從的語法教學上，進而降低其語法現象對語法教學所造成的任意武斷性。這種以語義為基礎的語法教學觀將有助於增進臺灣閩南語時間介詞的語法教學成效，並作為發展臺灣閩南語認知教學語法的基礎。

關鍵字

認知語法 ； 臺灣閩南語 ； 教學語法 ； 時間介詞

並列摘要

The semantic and syntactic relations among the temporal prepositions ”ui^3對”, ”kau^3到” and ”cing^7從” in Taiwanese Southern Min are complex and fragmented. The arbitrariness resulting from such relations poses a challenge to the grammar pedagogy of ”ui^3對”, ”kau^3到” and ”cing^7從.” However, many previous related studies have discovered that cognitive grammar insights can offer more coherent descriptions and explanations of grammar. This means cognitive linguistic approach can reduce the arbitrariness perceived by language learners and promote the efficiency of pedagogical grammar. Therefore, the present study aims to reveal the possibilities of applying cognitive grammar in teaching temporal prepositions of Taiwanese Southern Min. Based on the theories of image schema, conceptual metaphor and categorization, this paper finds that cognitive grammar insights are applicable to teaching ”ui^3對”, ”kau^3到” and ”cing^7從” in reducing their arbitrariness perceived by learners of Taiwanese Southern Min. In other words, the perspective of grammar teaching based on semantic descriptions and interpretations can increase the efficiency of grammar pedagogy in learning prepositions of Taiwanese Southern Min. We believe that the present paper could contribute to developing cognitive pedagogical grammar for Taiwanese Southern Min.

並列關鍵字

cognitive grammar ； Taiwanese Southern Min ； pedagogical grammar ； temporal preposition

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