基于语料库的7~10岁汉、西儿童隐喻对比分析

Corpus-Based Comparative Analysis of Metaphors Used by Chinese and Spanish Children Aged 7~10

摘要: 为揭示汉语儿童与西语儿童隐喻认知的特点和规律，本研究以7~10岁汉、西单语儿童为研究对象，围绕汉、西儿童的隐喻认知发展特点及二者隐喻认知的异同点两大核心问题展开研究。本研究从CHILDES语料库中随机选取儿童语料，以认知隐喻学为理论支撑，对语料进行量化分析。根据语料库数据，研究发现：7~10岁汉语儿童习惯使用本体隐喻词，结构隐喻词随年龄缓慢增长，方位隐喻词上升趋势不稳定；7~10岁西语儿童的隐喻表达以方位隐喻词为主，结构隐喻词仅在10岁阶段少量出现，本体隐喻词数量呈波动式下降趋势。汉语与西语儿童的隐喻能力均体现出具身认知的发展特征，二者的差异主要源于汉语的整体性思维与西语的分析性思维差异。本研究成果有助于丰富认知隐喻学与儿童语言发展领域的研究内容，也为学龄儿童的语言发展规律提供了实证支撑。

Abstract: To reveal the characteristics and patterns of metaphorical cognition in Chinese-speaking and Spanish-speaking children, this study takes 7 to 10-year-old monolingual Chinese and Spanish children as research subjects, and centers on two core issues: the developmental features of metaphorical cognition in Chinese and Spanish children, and the similarities and differences in their metaphorical cognition. Supported by the theory of cognitive metaphorology, this study randomly selects child language data from the CHILDES corpus (Child Language Data Exchange System) and carries out a quantitative analysis of the data. According to the corpus results, the findings are as follows: 7~10-year-old Chinese-speaking children tend to use ontological metaphorical words; the use of structural metaphorical words grows slowly with age, while the upward trend of orientational metaphorical words is unstable. For 7~10-year-old Spanish-speaking children, metaphorical expressions are dominated by orientational metaphorical words; the structural metaphorical words only appear sparingly at age 10, and the quantity of ontological metaphorical words shows a fluctuating downward trend. The metaphorical competence of both Chinese and Spanish children reflects the developmental traits of embodied cognition. The differences between them mainly derive from the holistic thinking of the Chinese language and the analytical thinking of the Spanish language. The results of this study help to enrich the research content in the fields of cognitive metaphorology and child language development, and also provide empirical support for the language development patterns of school-age children.