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基于语料库的中国英语专业学生英语作文中双宾构式研究(2)

类型:英语论文 时间:2017年11月16日

Previous linguistic schools treat language itself as asystem existing independently of physical world and study the operation mechanismof language system, regardless of the inter-relation between language and humancognition. Traditionally, previous studies on DCs are conducted from such aspects asstructure, ditransitive verb, generation and function.The following section reviewstwo main traditional linguistic approaches to DCs.2.1.1 The Structural Approach to Ditransitive ConstructionStructuralism emphasizes the order of linguistic units. Structural linguistsconsider linguistic units as interrelated with each other in a system, not as isolatedbits, and they hold that a clause is formed by individual words in a linear sequenceand has a hierarchical structure (Hu Zhuanglin, 2001). For instance, the sentence Theboy ate the apple isfirstly analyzed into NP (The boy) and VP (ate the the apple), andthen NP is further analyzed as Det. (The) and N (boy), NP as V (ate)and NP (theapple). This way to deconstruct sentences is called Immediate Constituent AnalysiICA), and NP, VP, Det. and N are called Immediate Constituent (IC) in differentlevels.However, the ideas that they hold have difficulty in analyzing DCs. In aditransitive structure (NP+V+NP1+NP2), there will be such three kinds of possibleimmediate constituents as V NP1+NP2, V+NP1NP2and V+NP1+NP2. Alsostructuralists, like Fries (1952), think that DCs express the same meaning as theircorrespondent dative constructions, which is unacceptable in terms of semantics.Chinese scholars also have problems in studying Chinese DCs from theperspective of structuralism. Ma Qingzhu (2005), one of the most influential Chinesestructuralists, classifies Chinese DCs into 14 kinds based on the semantics of objects,but his classification is criticized for lacking a unified criterion, since one expressionmay be analyzed into different categories.........2.2 Cognitive Approach to Ditransitive Constructionpared with previous linguistic schools, cognitive linguistics has itsuniqueness in introducing human cognition and physical world into language study. Itclaims that language is the result of human experiencing the physical world and thencognitively processing it. Thus it initially relates language to human cognition andphysical world. Reflecting on the shortcomings of traditional theory study, cognitive linguists (Goldberg, 1995, 2006; Ungerer and Schmid, 2001; Croft and Cruse, 2004;Evans and Green, 2006) advocate the research on t

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