国际中文教育视域下副词“就”的语义分析及意象图式描写

Abstract

Image schema is one of the important theories in cognitive linguistics, and the concept was first proposed by Lakoff & Johnson (1980) in conceptual metaphor theory. It is that people form a unified abstract representation of many perceptual experiences with common characteristics in their minds. In traditional teaching, we often use a variety of situations to explain the meaning and function of grammar. In order to let students master the rules and realize the purpose of communication through the rules. The appropriate use of image schema in the second language grammar teaching conforms to the principle of “intensive teaching”, which can effectively improve the teaching efficiency and reduce the burden of students’ memory. At present, there is no unified standard for the classification of the meaning of the adverb “jiu” in the academic circle. There are relatively mature methods such as eight points and seven points.In order to better carry out international Chinese language education, after the release of the Chinese proficiency grading standards for international Chinese language education,we adopt Guo Rui’s (2022) four principles of semantic items division of function words.On the basis of previous studies, this paper puts forward the classification of the adverb “jiu” suitable for international Chinese language education from the cognitive perspective of time, space, subjective emotion and mental scanning, and describes its image schema.It is more conducive to the teaching of international Chinese language education and the understanding of Chinese learners to describe the meanings of the adverb “jiu” through cognitive image schema from the perspectives of time, space, subjective emotion and mental scanning.