| V—ed的认知阐释与语法教学 |
| |
| 引用本文： | 马琰琰.V—ed的认知阐释与语法教学[J].山东行政学院山东省经济管理干部学院学报,2008(6):109-111. |
| |
| 作者姓名： | 马琰琰 |
| |
| 作者单位： | 山东省农业管理干部学院,山东济南,250100 |
| |
| 摘 要： | 依据原型范畴理论，V—ed（英语过去时）分别表过去、表虚拟和表口气委婉的三种不同用法是得益于隐喻概念的形成和使用的，其认知理据为空间上的距离通过人的隐喻认知机制分别被隐喻到时间域、事物或事件的真假性概念和心理认知域。在语法教学中，可以充分应用原型范畴理论。
|
| 关 键 词： | 过去时 原型范畴 家族相似性 隐喻 |
A Cognitive Approach to V-ed and Grammar Teaching |
| |
| Ma Yan-yan.A Cognitive Approach to V-ed and Grammar Teaching[J].Journal of Shandong Administrative College and Shandong Economic Management Personnel College,2008(6):109-111. |
| |
| Authors: | Ma Yan-yan |
| |
| Institution: | Ma Yan - yan (Shandong Agriculture Administrative Cadre Collage,Jinan2.50100,China) |
| |
| Abstract: | Based on prototype category, makes a prototypical analysis on V -ed＇s three different usages which are irrespective expressions of past tense, subjunctive mood and euphemized mood, discusses the cognitive motivation of the polysemy of past tense. Finally, the paper makes some applications of prototype category theory on foreign language grammar teaching. |
| |
| Keywords: | English Past Tense Prototype Category Theory Family Resemblance Metaphor |
| 本文献已被 CNKI 维普 万方数据 等数据库收录！ |
