frame semantics框架语义学

1、applying frame semantics to college english vocabulary teaching,tang yin east china normal university,1the notion of frame,petruck defines frame in his1996work a frame is any system of concepts related in such a way that to understand any one concept it is necessary to understand the entire system;

2、introducing any one concept rusults in all of them becoming avaliable(petruck 1996:1),developement,the frame theory was firstly put forward and used in the field of artificial intelligence(ai). in the book a framework for representing knowledge, minsky stated that human knowledge is stored in mind i

3、n the form of knowledge structures, which he called frame. fillmore borrowed the notion of frame from the ai field and developed his own theory of frame in linguistics.,fillmore definedframe as “ any system of linguistic choices- the easiest cases being collections of words, but also including choic

4、es of grammatical rules or linguistic categories- that can get associated with prototypical instances of scenes” (fillmore, 1975:124),present studies,present studies on frame semantics have covered the fields ranging from morphology to discourse analysis, translation and language acquisition. for th

5、e most part, studies on frame semantics focused on lexicography, especially computational lexicography.,basic concepts,the basic assumption of frame semantics is that in order to understand the meaning of the words in a language we must first have knowledge of the conceptual structures,or semantic f

6、rames, which provide the background and motivation for their existence in the language and for their use in discourse.,frame element,a frame element is simply a regular participant, feature, or attribute of the kind of situation described by a frame .eg. marriage frame include husband, wife, wedding

7、 ceremony, wedding date, best man etc.,applying frame semantics to college english vocabulary teaching in china,a model for english vocabulary teaching (1)the prior-framing stage, when we encounter the new words in context and use the context as cognitive information to help to evoke specific frames

8、 for further meaning understanding in the later stage,eg. the audience of this tv program dwindled considerably in number with the change of hosts. the target word dwindle expresses a change of the number of the audience, which was caused by the change of hosts. this information will contribute to t

9、he identification of a specific frame for the target word dwindle in our next stage.,(2) the framing stage, when word meaning are learned and consolidated through frame construction and description, ie, the process of framing,eg. the audience of this tv program dwindled considerably in number with t

10、he change of hosts. we can give a definition to it against the frame: the size, number, etc.(attribute) of something (item) becomes smaller by a certain difference, or changes from a higher position ( initial stage) to a lower position( final state).,(3) the post-framing stage, when we enhance stude

11、nts mastery of the new words through reframing, ie, try to apply the target words to different contexts.,implications for college english vocabulary teaching,teaching frame-relevant knowledge and constructing semantic frames using frames for original meanings to facilitate extended meaning understan

12、ding emphasizing cultural differences of frames,框架语义学与间接回指,回指(anaphora)指的是语言表达中的一个词或短语在语篇中被用来回指同一语篇中另一个词或短语的语言现象。前者通常叫做照应成分(anaphor),后者称为先行成分(antecedent)。 回指包括直接回指(direct anaphora)和间接回指( indirect anaphora)。,i entered into a village. the churchwas very large. 先行成分village和照应成分the church不存在明显的共指关系,但照应成

13、分也有回指的作用,通过推理也能达到语篇连贯。这种现象就是间接回指。,框架语义学认为,为了理解语言中词的意义,首先要有一个概念结构,这个概念结构为词在语言及言语中的存在和使用提供背景和动因。这个概念结构就是语义框架。 fillmore认为理解一个概念系统中的任何一个概念,必须以理解它所适应的整个结构为前提。当这样一个概念结构中的诸多概念中的一个被置入到一个文本或一次交谈中时, (该概念结构中)其他所有的概念都自动被激活(fillmore, 1982)。,框架语义学在间接回指中理解的应用,sue caught a plane from london to paris. after she had

14、found her seat she checked whether the safety belt was beneath it, but she could not find it. so she asked the flight attendant to find one for her. (ungerer& friedrich, 1996) 照应成分the safety belt和the flight attendant与第一句中的先行成分a plane并没有共指一个概念,但却有共指的作用,并形成连贯的语篇。,认知范畴概念plane可以激活同属于flying on the plane这

15、个框架中的所有概念,例如, pilot, flight attendant,life vest, safety belt, first class, economy class, safty instructions等等。 读者也就能推理出了the safety belt 和the flight attendant作为照应成分和先行成分a plane所指代的概念同属于一个框架t the safety belt 和he flight attendant指代的是a plane上的安全带和乘务员。这样间接回指中的指称确定问题就得到了解决。,同一框架内概念之间的关系也是我们进行推理的必要条件。如果概念之间的关系没有参与语篇理解的认知操作,间接回指现象仍然得不到合理的解释。 1.i had trouble with my car yesterday. the car buretor was dirty. 2.i h