日語脫離類動詞「切る」「切れる」的意象語意

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题名:	日語脫離類動詞「切る」「切れる」的意象語意 The Image-Schema of Japanese Verbs ‘Kiru’, ‘Kireru’
作者:	陳順益
贡献者:	日本語文學系
关键词:	多義詞意象語意意象圖式原型理論範疇化
日期:	2019-2020
上传时间:	2019-11-07 14:07:02 (UTC+8)
摘要:	日語脫離類動詞「切る」「切れる」的意象語意本計畫主要研究日語動詞「切る」和「切れる」，並定義其意像語意。其成果可以運用在初・中級的日語教學及自學上。　　「切る」和「切れる」為一組「有對自他動詞」。是在初學日語階段很早就會教到的基本動詞之一。這兩個動詞同時都是多義詞(polysemy)，根據小學館日中辭典的記載「切る」有兩大區分16小區分，而「切れる」則有兩大區分15小區分，翻成中文則至少有“切”、“剪”、“砍”、“斷絕”、“掛”、“開始”等多達數十種用法。另外它還可以接續在動作後面，表示前面的動作徹底完成的意思。因此，學習者如果只學習教科書中文翻譯的“切”的話，他們可能不太容易聯想或理解到下列用法的不同: (1)a.最近の若者はよく切れる。(最近的年輕人很容易暴怒) b.彼は頭が切れる。(他的頭腦很靈活) c.ボールが右に切れた。(球往右邊偏了) 本計畫主要以認知語言學的諸概念，特別是意象圖式(image-schema)以及範疇化(categorization)、原型理論(prototype)等來分析「切る」和「切れる」的各種用法，設法找出這些語意網絡的擴張關係，最後定義出其在現代日語中最典型的原型用法(prototype)。此原型用法(prototype)可以廣泛運用在初・中級的日語教學及自學上，本計畫也針對此點預定進行導入前後的習得調查。 The image-schema of Japanese Verbs ‘kiru’, ‘kireru’This project mainly studies on Japanese Verb ‘kiru/kireru’ and define the meaning of image-schema of these Verbs. The result can be used on beginners, standard Japanese teaching and self-learning. ‘kiru/kireru’ are pare of intransitive verb and transitive verb in Japanese. They are the basic verbs (that) are taught in the begin of the Japanese learning stage. Simultaneously, these two verbs are polysemy. According to Shogakukan Japanese-Chinese dictionary, ‘kiru’ has two big parts and which divided into sixteen small parts. Furthermore, ‘kireru’ has two big parts and which divided into fifteen parts. Translate to Chinese has at least “qiē”、“jiǎn”、“kǎn”、“duàn jué”，“guà”、“kāi shi” and so on up to ten ways to be used. In addition, they can follow the verb that the front of the action is accomplishedTherefore, if learner just studies textbook which translate “qiē”in Chinese, it may be not easy for them to associate or understand the following statement:(1)a.Sai-kin no wakamono ha yoku kire-ru. (Recently young people are fury easily)b.Kare ha atama ga kire-ru. (His brain is flexible)c.Ball ga migi ni kire-ta. (Ball is toward on the right)This program main in cognitive linguistics various conceptions, specially image-schema, categorization and prototype and so on which to analysis ‘kiru’ and ‘kireru’ various methods. Try to find these semanteme networks expansion relationships. At last, define which is the most typical prototype in modern Japanese.This kind of prototype can be used beginners, standard Japanese teaching and self-learning. This project also focus on before and after teaching’s acquirements.
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