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從心理空間理論解讀古代「多重來源單一目標投射」篇章中的隱喻

Mental Space Theory and the Metaphorical Interpretations in Classical Chinese Discourse with Multiple Source Domains

摘要


所謂框架,或謂腳本(scripts)、劇本(scenarios)或場景(scenes),是一套包含各種經驗的整體知識,並且常賦予情境某種特定的角度。當我們使用或聽到某一個字時,關於這個字的一連串相關情境與概念常會被誘導出來。本文以心理空間理論為基礎來探討古文中的隱喻詮釋。文章探討一個詞彙如何誘導出整個框架,而被誘導出來的框架如何變成不同的來源域,並且投射到單一的目標域。此外,本文提出了「多重來源的單一目標投射」會凸顯目標域的不同面向,致使同一個目標域有不同層次的理解。

並列摘要


Frames, also known as scripts, scenarios, or scenes, are packages of knowledge about a coherent segment of experience, and they often impose a certain perspective on a situation. The coherent package of knowledge that surrounds a category is activated when we use or hear a word. This paper discusses the metaphorical interpretations in classical Chinese discourse within the framework of Mental Space Theory (Fauconnier, 1994, 1997; Fauconnier & Turner, 2002). It has shown how an entire frame is activated by a single word and how the activated frames become different source domains which a single target attaches to. The mapping of different source domains to one target domain imposes different perspectives on a situation and accounts for multiple understandings of the same situation.

參考文獻


Croft, William,Cruse, D. Alan(2004).Cognitive Linguistics.Cambridge:Cambridge University Press.
Fauconnier, Gilles(1994).Mental Spaces: Aspects of Meaning Construction in Natural Language.Cambridge:Cambridge University Press.
Fauconnier, Gilles(1997).Mappings in Thought and Language.Cambridge:Cambridge University Press.
Fauconnier, Gilles,Turner, Mark(1996).Blending as a central process in grammar.Conceptual Structure, Discourse and Language.(Conceptual Structure, Discourse and Language).:
Fauconnier, Gilles,Turner, Mark(2002).The Way We Think: Conceptual Blending and the Mind's Hidden Complexities.New York:Basic Books.

被引用紀錄


鄭慧嫻(2014)。結合故事結構及心理空間理論提升國小學童道德故事理解之研究〔碩士論文,國立中正大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0033-2110201613583013
吳佳樺(2016)。古漢語名詞轉動詞研究〔博士論文,國立中正大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0033-2110201614045768
陳懿容(2017)。運用認知語言學為高中學生搭建閱讀詩的認知階梯〔碩士論文,國立清華大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0016-0401201816100125

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