從認知語義角度辨析漢語顏色詞詞義與教學建議—以「黑」與「白」為例

Abstract

顏色與人們的生活緊密相關，語言中的顏色詞可觀察民族的文化特徵，更可從色彩與詞義的關係，了解人類的認知思考模式，因此本研究欲從認知語義角度辨析漢語顏色詞「黑」與「白」之詞義，觀察台灣地區漢語顏色詞「黑」與「白」的詞義發展。本研究以中央研究院平衡語料庫作為語料來源，根據原型理論、概念隱喻及轉喻以及語義網絡等分析架構，探討顏色詞「黑」與「白」的詞義，洞悉詞義範疇內的關聯性。 本研究先以中央研究院平衡語料庫蒐集所有漢語顏色詞「黑」與「白」的詞彙組合，再根據中文詞彙網絡以及教育部重編國語辭典所列出的詞義條目，對照平衡語料庫的語料範圍，確立漢語顏色詞「黑」與「白」的詞義的類型。在探討漢語顏色詞「黑」與「白」的詞義時，首先觀察各項詞義在平衡語料庫的分布狀況，再以Evans (2005)界定原型語義的標準分析原型詞義，透過原型詞義推導出其他引申義以及隱喻義，其中引申義的詞義延伸機制為轉喻，隱喻義的詞義擴展機制為概念隱喻，本研究透過語料探究各項詞義發展的關聯性後，最終以輻射狀範疇結構（Lakoff , 1987）繪製漢語顏色詞「黑」與「白」的詞義網絡圖。 本研究針對顏色詞「黑」與「白」的對立詞義類型綜合討論詞義趨向性，觀察到顏色詞「黑」與「白」的詞義因詞義使用的範圍與特徵差異，詞義並非完全對立，而是相對對立。此外，本研究透過對照兩顏色詞的詞義網絡，發現漢語顏色詞中「黑」與「白」雖同為發展最早的顏色詞，但是詞義擴展的能力有別，縱使為對立的詞義，擴展的路徑也有異同，從研究結果推論出顏色詞範疇的詞義發展具普遍性，但因社會環境與認知思維的影響，詞義內部之發展亦具差別性。 最後根據本研究結果設計漢語顏色詞隱喻意識提升教學，希冀能提供華語教師顏色詞隱喻教學建議，發展適合中高級華語學習者之顏色詞隱喻教學課程。This study aims to analyze the meanings of the Chinese color terms"black" and "white" from the perspective of cognitive semantics, and observe the development of the meanings of the Chinese color terms "black" and "white" in Taiwan. This research uses the Sinica Corpus as the source to explores the meanings of the color terms "black" and "white" based on prototype theory, conceptual metaphor and metonymy, and semantic network analysis. This study explore the meanings of the Chinese color terms "black" and "white" and observe the correlation between the meanings of the words. This study first collected all the vocabulary combinations of the Chinese color terms "black" and "white" using the Sinica Corpus, and then compared the corpus of the Sinica Corpus based on the Chinse Wordnet and the Revised Mandarin Chinese Dictionary. The scope establishes the types of meanings of the Chinese color terms "black" and "white". When discussing the meanings of Chinese color terms "black" and "white", we first observe the distribution of each word meaning in theSinica Corpus, and then analyze the meaning of the prototype according to Evans (2005) to define the meaning of the prototype, and derive other meanings from the meaning of the prototype. Extended meanings and metaphorical meanings, in which the meaning extension mechanism of the extended meaning is metonymy, and the meaning extension mechanism of the metaphorical meaning is conceptual metaphor. This study explores the relevance of the development of various word meanings through corpus, and finally uses the radial category structure (Lakoff, 1987) Draw a network diagram of the meanings of Chinese color terms"black" and "white". This study comprehensively discusses the meaning tendency of the opposite meanings of Chinese color terms "black" and "white". It is observed that the meanings of Chinese color terms "black" and "white" are different due to the range and characteristics of the meanings. The meanings of the words are not completely opposite. In addition, by comparing the meaning network of the two color terms, this study found that although "black" and "white" in Chinese color terms are both the earliest color terms developed, the ability of word meaning expansion is different, even if the meanings of the opposite words are extended, There are also similarities and differences in the network. It is deduced from the research results that the development of the meaning of the color word category is universal, but due to the influence of the social environment and cognitive thinking, the internal development of the meaning of the word is also different. At the end of the study, this research designed Chinese color terms metaphor awareness teaching based on the research results, hoping to provide Chinese teachers with suggestions on Chinese color terms metaphor teaching, so that Chinese teachers can plan Chinese color terms metaphor teaching courses suitable for intermediate and advanced Chinese language learners.