从“去学校”与“回家”看“去/回”的认知语用差异

An Analysis of Cognitive Pragmatic Differences Between “Come” and “Go” through the Expressions “Go to School” and “Come Back Home”

摘要: 本文聚焦汉语中“去学校”与“回家”的不对称表述，基于认知语言学理论，系统剖析“去/回”的语用选择机制。研究发现：当起点为“家”时，“去”的使用受“归属地原型范畴”强制约束，反映“远离心理原点”的意象图式；当起点为非归属地时，“回学校”的可行性源于“参照点动态转移”与“学校类归属化”的概念隐喻映射，本研究为汉语空间指示语的不对称现象提供认知解释，对第二语言教学中“去/回”偏误分析具有实践价值。

Abstract: This study focuses on the asymmetric expressions of “qù xuéxiào (go to school)” and “huí jiā (come back home)” in Chinese. Based on the theory of cognitive linguistics, it systematically analyzes the pragmatic selection mechanism of the verbs “qù (go)” and “huí (come back)”. The finding indicates that: when the starting point is “home”, the use of “qù” is subject to the mandatory constraint of the “prototypical category of belonging place”, which reflects the image schema of “moving away from the psychological origin”; when the starting point is a non-belonging place, the feasibility of “huí xuéxiào (come back to school)” stems from the dynamic shift of reference point and the conceptual metaphor mapping of “categorizing schools as belonging places”. This study provides a cognitive explanation for the asymmetric phenomenon of spatial deictic terms in Chinese and has practical value for the error analysis of “qù” and “huí” in second language teaching.