Meanings of the english prepositions over above under below in terms of cognitive semantics perspective
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VIETNAM NATIONAL UNIVERSITY - HANOI
UNIVERSITY OF LANGUAGE & INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
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NGUYỄN TUYẾT NHUNG
MEANINGS OF THE ENGLISH PREPOSITIONS
“OVER, ABOVE, UNDER, BELOW”
IN TERMS OF COGNITIVE SEMANTICS PERSPECTIVE
(Các Nét Nghĩa Của Các Giới Từ “Over, Above, Under, Below”
Dưới Góc Độ Ngữ Nghĩa Học Tri Nhận)
M.A. MINOR THESIS
Major: English Linguistics
Code: 60 22 15
HÀ NỘI, 2010
VIETNAM NATIONAL UNIVERSITY - HANOI
UNIVERSITY OF LANGUAGE & INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
*****************
NGUYỄN TUYẾT NHUNG
MEANINGS OF THE ENGLISH PREPOSITIONS
“OVER, ABOVE, UNDER, BELOW”
IN TERMS OF COGNITIVE SEMANTICS PERSPECTIVE
(Các Nét Nghĩa Của Các Giới Từ “Over, Above, Under, Below”
Dưới Góc Độ Ngữ Nghĩa Học Tri Nhận)
M.A. MINOR THESIS
Major:
English Linguistics
Code:
60 22 15
Supervisor: Dr. Hà Cẩm Tâm
HÀ NỘI, 2010
4
TABLE OF CONTENTS
Acknowledgements
ii
Abstract
iii
Table of contents
iv
PART I: INTRODUCTION
1. Rationale
1
2. Aims of the study
2
3. Scope of the study
2
4. Research question
2
5. Design of the study
2
PART II: DEVELOPMENT
Chapter 1: Theoretical Background
1.1. An overview of Cognitive Linguistics and Cognitive Semantics
4
1.2. Spatial Prepositions and Semantic Perspectives on Spatial Prepositions
6
1.3. Spatial domain and dimensionality
7
1.4. Spatial characteristics of Trajectors and Landmarks
8
1.5. Categorization and semantic structure
8
1.5.1. Image schemas
9
1.5.2. Prototype theory and Radial network
10
1.5.3. The relevance of semantic factors
11
II.5. Metaphor and Spatial Prepositions
12
Chapter 2: The Study
2.1. Research question
15
2.2. Data Collection
15
2.3. Analytical Framework
15
2.4. Data Analysis and Discussions
2.4.1. Spatial senses
2.4.1.1. Above
18
18
5
2.4.1.2. Over
19
2.5.1.3. Below
22
2.5.1.4. Under
23
2.4.2. Non-spatial senses
25
2.5.2.1. Above
25
2.5.2.2. Over
27
2.5.2.3. Below
30
2.5.2.4. Under
30
PART III: CONCLUSION
3.1. Conclusion
35
3.2. Pedagogical Implications
36
3. Limitations of the Research and Suggestions for Further Research
37
REFERENCES
38
