Semantic-functional Diversity of English Preposition To and Its Implications to Language Education
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This paper aims to investigate the development of the English preposition to from a grammaticalization perspective. In Present-day English, to shows diverse characteristics as an allative, dative, and complementizer marker. Considering such a diversity of a single form as a result of the historical pragmatics and cognitive reanalysis, this paper focuses on the analysis of the semantic-functional change of to undergone over time and the semantic extension patterns triggered by cognitive mechanisms. To explore the diverse paths and the semantic development shown in to,this paper suggests grammaticalization process that is largely enabled by the conceptual mechanisms along the event schema, and presents and explication for the relationship between allative and dative concepts based on the cognitive forces that operate in language use. The role of frequency is also discussed as a major trigger to cause the semantic generalization and functional shifts of this clause linker. Finally, this paper illustrates what is an ideal method to learn such adpositions that have functional-semantic diversity, suggesting the cognitive-oriented model grounded in a grammaticalization theory as one of the most efficient models for language learner.
Abstract
This paper aims to investigate the development of the English preposition to from a grammaticalization perspective. In Present-day English, to shows diverse characteristics as an allative, dative, and complementizer marker. Considering such a diversity of a single form as a result of the historical pragmatics and cognitive reanalysis, this paper focuses on the analysis of the semantic-functional change of to undergone over time and the semantic extension patterns triggered by cognitive mechanisms. To explore the diverse paths and the semantic development shown in to,this paper suggests grammaticalization process that is largely enabled by the conceptual mechanisms along the event schema, and presents and explication for the relationship between allative and dative concepts based on the cognitive forces that operate in language use. The role of frequency is also discussed as a major trigger to cause the semantic generalization and functional shifts of this clause linker. Finally, this paper illustrates what is an ideal method to learn such adpositions that have functional-semantic diversity, suggesting the cognitive-oriented model grounded in a grammaticalization theory as one of the most efficient models for language learner.
참고문헌 (43)
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