漢語多義詞的語義演變與教學建議—以「走」為例

Abstract

多義詞「走」作為甲骨文時期便存在之動詞，其詞義更是十分多元，從古至今，「走」的語義也發生了許多變化。而人類為了減輕記憶負擔，便賦予舊詞新的意義，因而產生了「一詞多義」的現象，「一詞多義」正是語言經濟性、高效性的展現。若是沒有「一詞多義」，對於人類的記憶來說，無疑是一個相當大的負擔，而有了多義詞的概念，人們就能運用有限的詞彙來表達更多元的概念。綜觀過去「走」的詞義變遷，以認知角度探討的並不多，因此本研究以認知機制角度進行探究，透過Lakoff 與 Johnson （1980）的隱喻、轉喻以及意象基模等機制，從上古、中古、近代及現代四個時期的語料進行統整，歸納出「走」的詞義，並以意象基模概念繪製出各詞義的基模運作圖。本研究亦探討「走」的搭配詞使用情形，並根據本研究的內容提出相關的教學建議。本研究從「走」的上古、中古、近代的語料使用，結合字辭典中的釋義，總共歸納出十一個義項，語義概念分析中，具有「方向性、終點、移動動作、動機」是作為意象基模分析的重要基礎，區分出隱喻及轉喻後仍會發現，部分義項與本義尚有距離，並非直接形成認知鏈。其次，本研究透過語料庫歸納出「走」的常見搭配詞及其語境脈絡，並作出不同時代的語境分析。在古代，走的搭配詞時常為：處所名詞（目的地）、方位詞以及趨向補語。而到了現代，搭配詞可分為時態、重疊用法、慣用語、助詞、趨向（補語＋動詞）、路徑（具體＋抽象）及數量詞這八大類，八大類皆搭配「走」的不同語義。最後，本研究根據研究成果提出對於多義詞「走」的相關教學建議以及教學設計，以期能為華語教學領域帶來助益。The polysemous word"Zǒu" is a verb that appeared as early as in the Oracle era. From ancient times to the present, the semantics of "Zǒu" have also undergone many changes. In order to reduce the burden of memory, human beings give new meanings to old words, thus resulting in the phenomenon of "polysemy ", which is a manifestation of the economy and efficiency of language. If there is no "polysemy", it will undoubtedly be a considerable burden for human memory. With the concept of "polysemy", people can use limitedvocabulary to express more diverse concepts.After exploring the changes in the meaning of the word"Zǒu" in the past, there is not much discussion from the perspective of cognition. Therefore, this study explores from the perspective of cognitive mechanism. This study integrates the corpus of ancient times, middle times, early modern times and modern times, and uses the mechanisms of Lakoff & Johnson (1980) such as metaphor, metonymy, and image schema to summarize the meaning of the word "Zǒu". Finally, this study draws the schema operation diagram of the word meaning of "Zǒu". This study also explores the use of collocations for"Zǒu" , and puts forward relevant teaching suggestions based on the content of this study. First, a total of eleven meanings of "Zǒu" have been summarized in this study. In semantic concept analysis, having "direction, destination, moving action, and motivation" is an important basis for image schema analysis. After distinguishing the metaphor and metonymy of "Zǒu", it is still found that some of the meanings are still far from the original meaning, and they do not directly form the cognitive chain of "Zǒu". Secondly, this study summarizes the common collocations and contexts of "Zǒu" through the corpus. In ancient times, the collocations of "Zǒu" were often: place nouns (destinations), positional nouns and directional complements. In modern times, collocations can be divided into eight categories: tenses, overlapping usages, idioms, auxiliary words, directional (complements & verbs), paths (concrete & abstract), and quantifiers, all of which are associated with different semantics of"Zǒu". Finally, based on the research results, this study puts forward relevant teaching suggestions and teaching design for the polysemous word "Zǒu", hoping to bring benefits to the field of Chinese language teaching.