搭配的动态观及其应用研究
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摘要
搭配是语法、语义和语用信息的综合,在语言形式上呈现出一定的结构和关系模式。自上世纪五十年代开始,对搭配的研究就一直没有停止。从结构、语义、频率到认知,语言学界不断推出对搭配新的认识。但总的来说,以往的搭配研究,还主要是关注常规性搭配所呈现出的语言模式类别、搭配词项的语义关系和结构关系分析,研究主要停留在词语层面或句子层面,表现为一种相对静态的研究。本研究认为,作为基本的语言单位,搭配的生命首先在于使用。使用中的搭配其本质是动态的,是语言的、认知的和社会的。因此,对于搭配使用过程中所涉及的语言结构关系适应以及语境关系适应,需要我们进行深入研究。
采用语用综观的视角来研究搭配,首要目的是希望跳出单纯的语言形式层面研究,采用一种更广阔的视角来认识搭配的整体面貌。语用综观理论将语言、社会文化和认知紧密联系在一起,认为对语言的研究应该是对语言使用的研究,而不是对语言资源的研究。语言使用是不断的选择适应过程,意义的生成具有动态性。因此,研究语言就是研究社会文化生活,研究人与社会的互动关系。但语用综观理论在语言结构关系适应等微观层面的分析稍显薄弱。认知语言学理论在基本的语言观上同语用综观理论一致,它同样是基于语言使用,主张意义是动态的。认知语言学关于认知模式和概念整合的思想能提供给我们更具可操作性的理论工具。这两种理论给我们的启示是,对搭配的研究应该从静态的语言形式层面走向动态的语言使用层面,从单纯的语义和结构关系分析走向对搭配认知社会层面的分析。这一研究转向不但是理论研究的需要也是语言教学的需要。
本文整合语用综观理论的思想精髓同认知语言学的相关理论,构建出搭配研究动态观的理论框架,详细分析了不同类型的搭配在使用中所经历的语言结构关系适应和语境关系适应。通过分析,我们发现不管哪种类型的搭配在语言结构关系适应过程中都会受到某一语言社团认知模式的影响。常规性搭配词项是属于同一认知模式的,创造性搭配是对常规认知模式的突破,其生成和理解都需要更多的语境支持。我们将搭配视为一种构式,它具有稳定性、灵活性和开放性,在不同语境中实现为不同的搭配实例。构式在语境中的具体实现要受到物理语境、社会文化语境、认知语境和语篇语境的影响,但这种影响不是单向的,搭配的使用反过来,也会影响语言使用者对语境的感知,影响语言使用者已有的认知结构,并不断丰富认知语境。在语篇构建中,不同类型的搭配可以通过其所携带的互文性信息来丰厚语篇意义,并通过与文中其他搭配在形式和意义上构成衔接和连贯将语篇编织成一个有机的整体。
当前的搭配研究多是短语或句子层面的习惯性搭配研究,没有更广阔语境的支撑,也没能兼顾到语言使用中搭配动态性和适应性的一面。本研究所采用的语用综观视角将搭配的生成和意义展现放在物理世界、社交世界和心智世界中去分析,为搭配研究提供了一个动态的解释框架,使语言、文化与认知得以整合。此外,在阐述了搭配的动态观对词汇教学的启示之后,我们提出了动态搭配能力的概念,并将搭配的动态观用于教材中搭配信息处理的现状调查上,提出了大学英语教材中搭配信息处理的新设想。动态搭配能力概念的提出突破了传统词汇学习的被动状态,将学习者的主观能动性视作学习的起点。外语学习不简单是对知识的掌握,而是文化素养的提升、认知能力的提高、思维方式的拓展和创新能力的培养。设想基于语言使用和学生的二语习得认知规律,将搭配的学习同认知发展和文化学习相结合。教材设计的创新之处主要体现在两点:搭配词表的设计和练习的设计。练习注意凸显搭配,引导学生归纳抽象搭配构式、分析搭配同语境关系的动态适应,帮助学生认识语言背后的思维方式和社会文化。
搭配的动态研究给我们开辟了搭配研究的新视野,是一个具有普遍意义的研究课题,在很多方面都有待我们去开发。
Collocation is the integration of grammatical, semantic and pragmatic meanings. It presents certain structural and relational patterns and lives in a dynamic relation with its linguistic context, cognitive context and social-cultural context. Since 1950s, the study of collocation has been on the way and different ideas have been put forward from different perspectives. But we have found that previous studies mainly focused on conventional lexical patterns, structural relations or semantic relations between node and collocate and therefore to some extent static. We believe that collocation lives in language use. Therefore, collocation is in nature dynamic. It is related to language, cognition, and society. There is a lot needed to be done in respect to collocation’s dynamic adaptation to both structural and contextual relations in language use.
The primary aim for us to take a perspective from Verschueren’s pragmatics is to go beyond the study of language form and take a macro perspective for a better understanding of collocation. The pragmatic view of language is based on language use, not language resources. Language, culture and cognition are bound together. Language use is a dynamic process of choice and adaptation whereby meaning emerges. Therefore, the study of language is actually at the same time the study of social-cultural life. But Verschueren’s pragmatics contributes little to the micro aspect of language use. The basic view of language in cognitive linguistics is in consistence with Verschueren’s pragmatics. Both theories are based on language use and both believe in the dynamics of meaning production. Hence ideas of the cognitive model and conceptual integration can easily combine to provide more operable theoretical tools for the study of the dynamic adaptative process of collocation in context. The common insight from the two theories is that the study of collocation must turn from static to dynamic, from linguistic to social-cognitive, from language form to language use. It is not only the need of theoretical study but of researches into its applications.
With the ideas from Verschueren’s pragmatics and the cognitive linguistic theory, we try to establish the theoretical framework of the dynamic study of collocation and give a detailed analysis of the dynamic adaptive process of collocation in its structural and contextual relations. Through the analysis, we find that during the process of language structural adaptation the instantiation of all kinds of collocation is under the influence of the cognitive model of a language community. The lexical items in conventional collocation usually belong to the same cognitive model and creative collocation is a breakthrough of conventional cognitive model and therefore its generation and understanding must be with strong contextual support. We view collocation as a kind of construction with stability, flexibility and openness. It has different instantiations in different contexts because of the interaction with different physical context, social-cultural context, cognitive context and textual context. The instantiation of collocation construction is the result of its contextual adaptation and at the same time it can also influence language users' understanding of the context and thus adjust their cognitive model and enrich their cognitive context. In the construction of a discourse, different collocations can help to enrich the meaning of the discourse with its intertextual information and make the discourse into an integrated one through cohesion and coherence.
Previous studies on collocation mostly focus on conventional collocation in the phrasal and sentence level. The dynamics and adaptability of collocation in language use is greatly overlooked. The pragmatic perspective of collocation offers us a dynamic framework of collocation interpretation and at the same time integrated language, culture and cognition by placing collocation analysis in the physical world, the social world and the mental world. In the case study, we propose the idea of dynamic collocational ability and apply insights drawn from the dynamic study of collocation to the investigation of collocation information in current College English teaching materials. We also suggest a new way of designing collocation-oriented College English teaching materials. The concept of dynamic collocational ability breaks through the passive state of traditional vocabulary learning and views learners' activeness as the starting point of language learning. Language learning is not just the mastery of language knowledge but the improvement of learners' cultural ability, cognitive ability and creativity. The tentative plan of collocational information in English textbooks is based on the principles of language use and second language acquisition, intending to integrate language cultural learning and the development of students' cognitive ability. The tentative plan has two shining points: the designing of collocation list and the designing of language exercises. The principal goal of the new designing is to emphasize collocation, to guide learners to induce abstract collocational construction from language use and analyze the dynamic relationship between collocation and context so that they can learn about the mode of thinking and social culture of the target language community.
The dynamic study of collocation offers us a new perspective on collocation. It is a project of lasting significance and a field worthy for us to explore.
采用语用综观的视角来研究搭配,首要目的是希望跳出单纯的语言形式层面研究,采用一种更广阔的视角来认识搭配的整体面貌。语用综观理论将语言、社会文化和认知紧密联系在一起,认为对语言的研究应该是对语言使用的研究,而不是对语言资源的研究。语言使用是不断的选择适应过程,意义的生成具有动态性。因此,研究语言就是研究社会文化生活,研究人与社会的互动关系。但语用综观理论在语言结构关系适应等微观层面的分析稍显薄弱。认知语言学理论在基本的语言观上同语用综观理论一致,它同样是基于语言使用,主张意义是动态的。认知语言学关于认知模式和概念整合的思想能提供给我们更具可操作性的理论工具。这两种理论给我们的启示是,对搭配的研究应该从静态的语言形式层面走向动态的语言使用层面,从单纯的语义和结构关系分析走向对搭配认知社会层面的分析。这一研究转向不但是理论研究的需要也是语言教学的需要。
本文整合语用综观理论的思想精髓同认知语言学的相关理论,构建出搭配研究动态观的理论框架,详细分析了不同类型的搭配在使用中所经历的语言结构关系适应和语境关系适应。通过分析,我们发现不管哪种类型的搭配在语言结构关系适应过程中都会受到某一语言社团认知模式的影响。常规性搭配词项是属于同一认知模式的,创造性搭配是对常规认知模式的突破,其生成和理解都需要更多的语境支持。我们将搭配视为一种构式,它具有稳定性、灵活性和开放性,在不同语境中实现为不同的搭配实例。构式在语境中的具体实现要受到物理语境、社会文化语境、认知语境和语篇语境的影响,但这种影响不是单向的,搭配的使用反过来,也会影响语言使用者对语境的感知,影响语言使用者已有的认知结构,并不断丰富认知语境。在语篇构建中,不同类型的搭配可以通过其所携带的互文性信息来丰厚语篇意义,并通过与文中其他搭配在形式和意义上构成衔接和连贯将语篇编织成一个有机的整体。
当前的搭配研究多是短语或句子层面的习惯性搭配研究,没有更广阔语境的支撑,也没能兼顾到语言使用中搭配动态性和适应性的一面。本研究所采用的语用综观视角将搭配的生成和意义展现放在物理世界、社交世界和心智世界中去分析,为搭配研究提供了一个动态的解释框架,使语言、文化与认知得以整合。此外,在阐述了搭配的动态观对词汇教学的启示之后,我们提出了动态搭配能力的概念,并将搭配的动态观用于教材中搭配信息处理的现状调查上,提出了大学英语教材中搭配信息处理的新设想。动态搭配能力概念的提出突破了传统词汇学习的被动状态,将学习者的主观能动性视作学习的起点。外语学习不简单是对知识的掌握,而是文化素养的提升、认知能力的提高、思维方式的拓展和创新能力的培养。设想基于语言使用和学生的二语习得认知规律,将搭配的学习同认知发展和文化学习相结合。教材设计的创新之处主要体现在两点:搭配词表的设计和练习的设计。练习注意凸显搭配,引导学生归纳抽象搭配构式、分析搭配同语境关系的动态适应,帮助学生认识语言背后的思维方式和社会文化。
搭配的动态研究给我们开辟了搭配研究的新视野,是一个具有普遍意义的研究课题,在很多方面都有待我们去开发。
Collocation is the integration of grammatical, semantic and pragmatic meanings. It presents certain structural and relational patterns and lives in a dynamic relation with its linguistic context, cognitive context and social-cultural context. Since 1950s, the study of collocation has been on the way and different ideas have been put forward from different perspectives. But we have found that previous studies mainly focused on conventional lexical patterns, structural relations or semantic relations between node and collocate and therefore to some extent static. We believe that collocation lives in language use. Therefore, collocation is in nature dynamic. It is related to language, cognition, and society. There is a lot needed to be done in respect to collocation’s dynamic adaptation to both structural and contextual relations in language use.
The primary aim for us to take a perspective from Verschueren’s pragmatics is to go beyond the study of language form and take a macro perspective for a better understanding of collocation. The pragmatic view of language is based on language use, not language resources. Language, culture and cognition are bound together. Language use is a dynamic process of choice and adaptation whereby meaning emerges. Therefore, the study of language is actually at the same time the study of social-cultural life. But Verschueren’s pragmatics contributes little to the micro aspect of language use. The basic view of language in cognitive linguistics is in consistence with Verschueren’s pragmatics. Both theories are based on language use and both believe in the dynamics of meaning production. Hence ideas of the cognitive model and conceptual integration can easily combine to provide more operable theoretical tools for the study of the dynamic adaptative process of collocation in context. The common insight from the two theories is that the study of collocation must turn from static to dynamic, from linguistic to social-cognitive, from language form to language use. It is not only the need of theoretical study but of researches into its applications.
With the ideas from Verschueren’s pragmatics and the cognitive linguistic theory, we try to establish the theoretical framework of the dynamic study of collocation and give a detailed analysis of the dynamic adaptive process of collocation in its structural and contextual relations. Through the analysis, we find that during the process of language structural adaptation the instantiation of all kinds of collocation is under the influence of the cognitive model of a language community. The lexical items in conventional collocation usually belong to the same cognitive model and creative collocation is a breakthrough of conventional cognitive model and therefore its generation and understanding must be with strong contextual support. We view collocation as a kind of construction with stability, flexibility and openness. It has different instantiations in different contexts because of the interaction with different physical context, social-cultural context, cognitive context and textual context. The instantiation of collocation construction is the result of its contextual adaptation and at the same time it can also influence language users' understanding of the context and thus adjust their cognitive model and enrich their cognitive context. In the construction of a discourse, different collocations can help to enrich the meaning of the discourse with its intertextual information and make the discourse into an integrated one through cohesion and coherence.
Previous studies on collocation mostly focus on conventional collocation in the phrasal and sentence level. The dynamics and adaptability of collocation in language use is greatly overlooked. The pragmatic perspective of collocation offers us a dynamic framework of collocation interpretation and at the same time integrated language, culture and cognition by placing collocation analysis in the physical world, the social world and the mental world. In the case study, we propose the idea of dynamic collocational ability and apply insights drawn from the dynamic study of collocation to the investigation of collocation information in current College English teaching materials. We also suggest a new way of designing collocation-oriented College English teaching materials. The concept of dynamic collocational ability breaks through the passive state of traditional vocabulary learning and views learners' activeness as the starting point of language learning. Language learning is not just the mastery of language knowledge but the improvement of learners' cultural ability, cognitive ability and creativity. The tentative plan of collocational information in English textbooks is based on the principles of language use and second language acquisition, intending to integrate language cultural learning and the development of students' cognitive ability. The tentative plan has two shining points: the designing of collocation list and the designing of language exercises. The principal goal of the new designing is to emphasize collocation, to guide learners to induce abstract collocational construction from language use and analyze the dynamic relationship between collocation and context so that they can learn about the mode of thinking and social culture of the target language community.
The dynamic study of collocation offers us a new perspective on collocation. It is a project of lasting significance and a field worthy for us to explore.
引文
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