源于英语的汉语构词成分的认知研究

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1、分类号学校代码!Q5垒2密级学号2Q!QQ2Q墨Q墨23ACognitiveStudyonChineseFormativesfromEnglish源于英语的汉语构词成分的认知研究研究生姓名孙进指导教师姓名、职称鏖堂蓥墼撞学科专业：墓适受童塞鲎研究方向受主堂湖南师范大学学位评定委员会办公室二。一三年五月ACognitiveStudyonChineseFormativesfromEnglishAThesisSubmittedtoForeignStudiesCollegeOfHunanNormalUniversityinPartialFulfillmen

2、toftheRequirementsFortheDegreeofMasterofArtsintheSubjectofEnglishLanguageandLiteratureBySunJinUndertheSupervisionofProfessorLiaoGuangrongChangsha，HunanMay，2013AbstractLoanwordshavebeenahotissueinChinesestudiesallthetime，andmostlinguistshavedonerelativelydetailedresearchesonloa

3、nwordsandgainedsomeachievements．Duringthepastfewdecades，asculturalcommunicationbetweenChinaandforeigncountriesincreasesdaybyday,apileofloanwordshavesprungup，andtheyhavehadcertaininfluenceonChinesevocabularysystem．Aftertheirsyllableswerereduced，quiteafewloanwordshavetakenpartin

4、theformationofnewChineseformalunits，andsomewordfamilieshavecomeintobeing．Theabovephenomenonhasarousedlinguists’stronginterests，andsomeresearchachievementshavealreadybeenmade，forinstance，theresearchsubjectbecomesmoreandmoreconcrete，fromloanwordstoforeignformativesinChinese．Neve

5、rtheless，mostresearchesonforeignformativesarelimitedtotheirformationprocess．Uptonow,studiesfromtheperspectiveofcognitionhavebeenrare．Takingtwoimportantknowledgestructuretheoriesincognitivelinguistics--FrameSemanticsandthetheoryofConceptualDomainastheoreticalfoundation，thisthes

6、isattemptstoconductacognitivestudyonChineseformativesfromEnglish．TwentyChineseformativesfromEnglishandmorethanfourhundredChineseformalunitswiththeseformativescollectedfromnewspapersandtheInternethavebeentakenastheresearchsubjectinthethesis．AndvariouSanalysismethods，suchasthequ

7、alitativemethod，introspection，induction，ratiocination，etc．，areemployedtofigureoutcognitivemotivationsbehindtheseformatives’beingchosenfromloanwordsandformationofChineseformalunitswiththem．Firstly,thisthesisexplorestranslationmethodsforborrowingtheloanwordswiththeEnglish—origin

8、atedandgivesaclassificationoftheaboveformatives．Accordingtoth