Cognitive Research On Co-extension Path Fictive Motion Expression In Chinese And Its Teaching Strategies

Fictive motion is a language expression that uses motion verbs to describe static entity.It was first proposed by Talmy(1975).He not only defined the concept of fictive motion,set up the theoretical framework of fictive motion,but also systematically classified fictive motion.It lays a foundation for other languages to explore the phenomenon of fictive motion.In Chinese,motion verbs are also used to express the phenomenon of non-real movements.Therefore,based on Talmy’s fictive motion theory,this paper discusses co-extension path fictive motion in Chinese including how it coding and its cognitive analysis,and we expect to give some enlightenment on the basis of the research results in Teaching Chinese as a foreign language.In the introduction part of this paper,the reason for the topic selection,the research significance and the research status quo of fictive motion at home and abroad are expounded,the current relevant research results are summarized,and the relevant theories and research methods to be used in this paper are listed.The second chapter,aiming at the co-extension path fictive motion in sentences,investigates the coding of the subject element,the motion element,the path element and the mode element in the Chinese co-extension path fictive motion sentences,analyzes the composition and the role of each element in the co-extension path fictive motion sentences,and further understands the characteristics of this kind of sentence patterns.The third chapter explores the cognitive mechanism of co-extension path fictive motion sentences based on the relevant theories of cognitive linguistics,and expounds the connection between this linguistic phenomenon and thinking cognition from the perspectives of metaphor,metonymy and conceptual integration.Among them,the interaction between metonymy and metaphor,the connection between real experience and existing cognitive schema structure,and the dynamic processing of static things in mental space all reflect that the subjectivity of human thinking is the result of the interaction adjustment between objective world and subjective introspection.The fourth chapter,taking poetry as an example,demonstrates the relevant teaching of this linguistic phenomenon in the form of teaching plans,and discusses the application of cognitive linguistics theory in teaching Chinese as a foreign language.Finally,suggestions are put forward from three aspects,including textbook compilation,teaching method updating and student’s cognitive development,in order to provide reference for teaching Chinese as a foreign language.The ontological research and cognitive analysis of fictive motion provide theoretical support for us to explore the correlation between language and thinking.From the universality of fictive motion in language expression and the commonality of thinking and cognition of different native speakers,we can see that it is feasible to apply it to teaching Chinese as a foreign language.By combining the research results of fictive motion with the teaching of Chinese as a foreign language,learners can gradually acquire language knowledge through psychological cognition and subjective experience in the process of mastering fictive motion,master the characteristics of Chinese structure,and construct a cognitive framework adapted to Chinese thinking,which will promote both the acquisition of Chinese and the development of cognitive thinking of learners themselves.It also plays a driving role in the teaching of Chinese and the development of teaching Chinese as a foreign language.