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Когнитивные категории в синтаксисе. Коллективная монография

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    отец                             -    -  -                 -     -
           отец                                    
               -       -              
  прототипические категории недискретны       непрерывный континуум,   -    вес          количеством                  
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                                         -          Pinker, Prince 2002, 257)                     
          ,     -                    -    грамматика опирается на знание мира         Lakoff 1987).                          Предложения должны быть семантически (лексически) мотивированы                   I saw Mary coming  
13
                
   -  -  -   ­                           - опосредованы говорящим.
                       
                                              
  construal),                     категоризует воспринимаемые ситуации, то
есть подводит их под разные категории: действие, состояние, процесс; завершенность / незавершенность; кажется / достоверно  
                       -            
14
                            -                                           
       
            One is about the way the world is, and the other about the way we grasp the world (Jakendoff      
     
               semantic / conceptual structures  Jackendoff 1993, 546-             vs no extra level of strictly linguistic semantics is necessary                       
      
          -                   Ich hre ihn singen vs. I heard him sing /I heard him singing
15
      -    
               -                          Lakoff 1987).                        (pairs     Lakoff    Goldberg
2003).                              
                                     
       
  отношениях   внутри поля      отношениями      экстралингвистического пространства.  

   
16
      prototype of causation     
  Агенса      цель (2) физически изменить Объект (3), план   программа  
  контролирует ответственен выполнение физического контакта органов восприятия    воспринимает   отношения      отношения источника и цели   Lakoff, Johnson     ­                -,           
-
                                          N
N


V
      
        
1)    
   Петр убил свою жену
ножом);
2)     
       Петр нечаянно задел курок и застрелил свою жену);
3) 
(Петр споил хозяйского сына).
17
      
         -       -            
               
                                                 -      
       Lakoff, Johnson 1980).          -      -                         
                 Z     Мэри
починила туфли; Мэри сшила платье    Мэри починила туфли в мастерской; Мэри сшила платье в ателье 
                  
18
                   в мастерской, в ателье          Mary has her shoes mended          
  -  -                     by: You can leave hairpins there. I shall have them weighed by a goldsmith (Gulik-                     
He killed twice with Tetsu-ko () and she had flown like a dream, never so perfectly, not even when shed made the kill with Naga (Clavell).

              
(чужими руками жар загребать; все это он сделал исподтишка, чужими руками).
                    Количество этих ситуаций бесчисленно, и говорящий подводит их         приспосабливать                    опознаются, быстрее усваиваются, чаще употребляются,
19
Lakoff, Johnson -145).
                           68-69)   
         существуют   были осмыслены и выделены            -  -                                                                    
Литература
1.         -
2.         
3.        -
20
4.         
5.       
  
6.    - 
7.          .     -101.
8.   1959.   -27.
9.              -96.
10.   
11.  
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