從認知語言學視角探討等韻圖教學問題──以「轉」及相近概念的詞為例

Discussion on the Teaching of Phonological Chart from the Perspective of Cognitive Linguistics--Take ''Zhuan'' and words with similar concepts as examples

本文留意到聲韻學兼具人文科學與自然科學的特點，指出聲韻學文獻閱讀與研究不能忽視主觀性與經驗法則；取徑認知語言學理論，通過分析，提出聲韻學術語對初學者形成理解窒礙是因為等韻圖創作所依賴的文化背景形對於作者形成的認知基礎與當代讀者有落差，造成作者與閱讀者的認知途徑不同。以「轉」為探討中心，兼論幾個相近概念的詞「圖」「韻」「表」。「轉」做為等韻圖的術語使用，是基於想像性的隱喻模式。從當代日常交際語境來看，「轉」是動態的動作，「圖」「韻」是靜態的事物與狀態，「轉」在等韻圖中的意義和它的理性意義有落差，在當代初學者的百科知識中，「轉」無法完全承載它在等韻圖中的含義。總結為以下幾點：第一，高位範疇殊異。第二，「轉」與「圖」之間隱喻映射的來源域和目標域連結不具備連貫性。第三，「轉」的命名不具備始源體認性、簡易明瞭性、普遍存在性。第四，「轉」和「圖」的隱喻對聲韻學學習者而言不具備清晰的自然經驗條件。本文並針對問題提出建議，認為在教學現場較為詳細的交代文本及術語形成的時代背景。

Phonology has the characteristics of both humanities and natural sciences. The reading and research of phonology literature cannot ignore embodiment. This paper takes the theory of cognitive linguistics and takes ''Zhuan'' in the phonological chart as an example. The reasons for the difficulties for readers to understand are as follows: First, the high-level categories are different. Second, the link between Source domain and target domain is not consistent. Third, the naming of ''Zhuan'' does not have the recognition of origin, simplicity and clarity, and universality. Fourth, the metaphors of ''Zhuan'' and ''chart'' do not have clear experiential conditions for learners of phonology. This paper also puts forward some suggestions：explain the background of the text and term formation in more detail in the teaching field.