孟德腾，山西灵丘人。2003年毕业于山西大学汉语言文字学专业，获文学硕士学位；2011年6月毕业于中央民族大学语言学及应用语言学专业，获文学博士学位。现为山西师范大学文学院教授，硕士生导师。

 多年来致力于语言学教学和研究工作。目前为研究生和本科生讲授《现代汉语》《语言学概论》《Pragmatics》及《Introduction to Cognitive Linguistics》等专业课程。2007年、2008年连续两年获山西师范大学青年教师教学基本功竞赛一等奖，2008年获山西省高校青年教师教学基本功竞赛三等奖，2010年获山西省教学成果奖三等奖（山西省人民政府），2012年遴选为山西师范大学教学名师，2018年获山西省高校教学成果奖一等奖（山西省教育厅），同年被评为山西省大学生人文知识竞赛优秀指导教师，2019年获山西师范大学“莳英学者”教学奖。

 先后主持和参与国家哲学社会科学项目、山西省哲学社会科学项目、山西省研究生教育改革项目、山西省高校教学改革项目等，完成中国语言资源保护工程山西汉语方言调查蒲县调查项目，出版专著《现代汉语嵌入式预制语块》（中国社会科学出版社），参编《现代汉语》（辛菊主编，高等院校人文素质教育课程规划教材，清华大学出版社）、《中国少数民族语言研究60年》（戴庆厦主编，中央民族大学出版社）、《浑沌学与语言文化研究新进展》（张公瑾、丁石庆主编，中央民族大学出版社）、《汉语语汇学研究》（温端政主编，商务印书馆）等，并在《语文研究》《汉语学习》《红楼梦学刊》《中南民族大学学报》《语文建设》《语文学习》等期刊发表学术论文30余篇。

《An Introduction to cognitive linguistics》 was published in 1996, which was the first edition became the first cognitive linguistics textbooks at home and abroad. the author nuanced illustrates the core concepts of cognitive linguistics, and at the same time, and discusses the changes such as iconicity vocabulary grammar and language teaching and research of the concept of the introduction of cognitive benefits this second edition adds structure type grammar theory the conceptual blending theory Relevance theory and other contents have been revised to reflect the latest achievements of cognitive linguistics research in a more comprehensive way and better adapt to the needs of different readers. Therefore, it is a rare textbook of cognitive linguistics in the field of language.

1 Prototypes and categories

1.1 Colours, squares, birds and cups: early empirical research into lexical categories

1. 2 The internal structure of categories: prototypes, attributes,family resemblances and gestalt

1.3 Context-dependence and cultural models

2 Levels of categorization

2.1 Basic level categories of organisms and concrete objects

2.2 Superordinate and subordinate categories

2.3 Conceptual hierarchies

2. 4 Categorization and composite word forms

2.5 Basic level categories and basic experiences: actions events, properties, states and locations

3 Conceptual metaphors and metonymies

3. 1 Metaphors and metonymies: from figures of speech to conceptual systems

3.2 Metaphors, metonymies and the structure of emotion categories

3.3 Metaphors as a way of thinking: examples from science and politics

3.4 Thinking in metonymies: potential and limitations

4 Figure and ground

4.1 Figure and ground, trajector and landmark: early research into prepositions

4. 2 Figure, ground and two metaphors: a cognitive explanation of simple clause patterns

4.3 Other types of prominence and cognitive processing 

5 Frames and constructions

5.1 Frames and scripts

5.2 Event-frames and the windowing of attention

5. 3 Language-specific framing and its use in narrative texts

5.4 Construction Grammar

6 Blending and relevance

6.1 Metaphor, metonymy and conceptual blending

6.2 Conceptual blending in linguistic analysis and description

6.3 Conceptual blending in advertising texts, riddles and jokes

6.4 Relevance: a cognitive-pragmatic phenomenon

7 Other issues in cognitive linguistics

7. 1 Iconicity

7.2 Lexical change and prototypicality

7.3 Cognitive aspects of grammaticalization

7.4 Effects on foreign language teaching

1 原型与类别
1.1 颜色、方块、鸟儿和杯子：词汇类别的早期实证研究
1. 2 类别的内部结构：原型、属性、家族相似性和格式塔
1.3 语境依赖与文化模型
2.1 生物和具体物体的基本分类层级
2.2 上位类与下位类
2.3 概念层次结构
2. 4 分类与复合词形式
2.5 基本层次类别和基本体验：动作、事件、属性、状态和位置
3 概念隐喻与转喻
3. 1 隐喻与转喻：从修辞手法到概念系统
3.2 隐喻、转喻与情感类别结构
3.3 隐喻作为一种思维方式
3.4 以转喻思维：潜力与局限性
4 图形与背景
4.1 图形与背景、轨迹与地标：介词的早期研究
4. 2 图像、背景与两种隐喻：对简单句模式的认知解释
4.3 其他类型的突出性与认知处理
5 框架与结构
5.1 框架与脚本
5.2 事件框架与注意力的窗口化
5. 3 语言特定的框架及其在叙事文本中的运用
5.4 建构语法
6 融合与关联性
6.1 隐喻、转喻与概念整合作用
6.2 语言分析与描述中的概念融合
6.3 广告文本、谜语和笑话中的概念融合
6.4 相关性：一种认知语用现象
7 认知语言学中的其他问题
7. 1 象似性
7.2 词汇变化与典型性
7.3 语法化的认知方面
7.4 对外语教学的影响

戴浩一（1988）《时间顺序和汉语的语序》，黄河译，《国外语言学》第1期。

戴浩一（1989）《以认知为基础汉语功能语法刍议》，叶蜚声译，《国外语言学》1990年第4期、1991年第1期。

戴浩一（2002）《概念结构与非自主性语法：汉语语法概念系统初探》，《当代语言学》第1期。

方经民（1999）《论汉语空间方位参照认知过程中的基本策略》，《中国语文》第1期。

郭承铭（1993）《认知科学的兴起和语言学的发展》，《国外语言学》第1期。

郭锐（1997）《方位词“前、后、左、右”的参照策略》，《中国语言学论丛》第四辑。

廖秋忠（1992）《现代汉语并列名词性成分的顺序》，《中国语文》第2期。

林书武（1995）《〈隐喻与象似性〉简介》，《国外语言学》第3期。

林书武（1997）《国外隐喻研究综观》，《外语教学与研究》第1期。

刘宁生（1994）《汉语怎样表达物体的空间关系》，《中国语文》第3期。

刘宁生（1995）《汉语偏正结构的认知基础及其在语言类型学上的意义》，《中国语文》第2期。

彭聃龄 主编（1997）《汉语认知研究》，山东教育出版社。

沈家煊（1993）《句法的象似性问题》，《外语教学与研究》第1期。

沈家煊（1997a）《类型学中的标记模式》，《外语教学与研究》第1期。

沈家煊（1997b）《形容词句法功能的标记模式》，《中国语文》第4期。

沈家煊（1999）《转指和转喻》，《当代语言学》第1期。

沈家煊（2000）《“认知语法”的概括性》，《外语教学与研究》第1期。

沈家煊、王冬梅（2000）《“N的V”和“参照体－目标”构式》，《世界汉语教学》第4期。

徐烈炯（1993）《Chomsky的心智主义语言观》，《国外语言学》第1期。

袁毓林（1994a）《一价名词的认知研究》，《中国语文》第4期。

袁毓林（1994b）《关于认知语言学的理论思考》，《中国社会科学》第1期。

袁毓林（1995）《词类范畴的家族相似性》，《中国社会科学》第1期。

袁毓林（1996a）《认知科学背景上的语言研究》，《国外语言学》第2期。

袁毓林（1996b）《语言的认知研究和计算分析》，《语言文字应用》第1期。

袁毓林（1998）《语言的认知研究和计算分析》，北京大学出版社。

袁毓林（1999）《定语顺序的认知解释及其理论蕴含》，《中国社会科学》第2期。

袁毓林（2001）《多项副词共现时的语序规律及其认知解释》，《语言学论丛》第26辑。

袁毓林（2002）《容器隐喻、套件隐喻及相关的语法现象》，《中国语文》2004年第3期。

袁毓林（2004）《汉语语法研究的认知视野》，商务印书馆。

袁毓林（2005a）《基于隶属度的汉语词类的模糊划分》，《中国社会科学》第1期。

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Lakoff, Women, Fire and Dangerous Things. University of Chicago Press 1987. 

《认知语言学导论》考试大纲

一、基本要求

《认知语言学导论》属于语言学专业硕士生的主干课程。本课考核方法将注重促进和提高学生的创新意识和能力，紧密围绕认知语言学中的隐喻转喻、概念化、范畴化以及家族相似性等核心理论知识，密切联系汉语和英语等语言的具体实例，使学生通过考核切实理解语言和认知的密切关系，为今后的科研和教学服务。

二、考试形式

考查和考试相结合，采用撰写小论文形式，试卷满分为100分。

三、适用专业

中国语言文学专业语言学及应用语言学方向硕士研究生。

四、考试内容

考试大纲以教学大纲的要求为依据，围绕教材及大纲中各部分的内容、知识点进行命题，要求正确记忆并理解所学知识及所学知识的基础上，能将所学知识在理解基础上，熟练应用，解决一些新的、有一定难度的问题，针对特定语言现象可以用认知语言学角度去分析和探讨。

《认知语言学导论》模拟试题

1.Analysis of metonymy in the “的”structure of modern Chinese.

2.What metaphors are used in sports reporting?

3.Saussure put forward the arbitrariness of the relationship between signifier and signified. please talk about what iconicity in cognitive linguistics means.

4.What are the mechanisms and motivations for grammaticalization?  

选取其中一道题目，写一篇不少于2000字的小论文，要求：条理清晰，论述严谨，例证典型充分，格式规范，紧密结合汉语例子进行论证，注意语言的学术化表达。

试题答案要点

1.Analysis of metonymy in the “的”structure of modern Chinese.

The answer to the point：

The structure of "de" is an independent construction with the characteristics of subjectivity, obscurity, derivation and metonymy, which reflects that the construction should conform to the rule of "small part to refer to the whole, individuality to refer to the general, belonging to refer to claim".

2.What metaphors are used in sports reporting?

The answer to the point：

The most common metaphor in sports reporting is the use of war metaphor. For example, "defeat, veteran, strategy, tactics, defensive counterattack, leadership, deployment, regiment, preparation, lineup, meeting, successful opening battle" and so on.

These words originally used in the register of military war break through the register category of original words and frequently enter the register category of sports to express the content and meaning of sports events.

From the perspective of metaphor projection, military register is the original domain and sports register is the target domain.

3.Saussure put forward the arbitrariness of the relationship between signifier and signified. please talk about what iconicity in cognitive linguistics means.

The answer to the point：

Linguistic signs have arbitrariness, but they also have iconicity. In other words, there is both justification and irrationality between signifier and signified. Arbitrariness and iconicity are complementary.

4.What are the mechanisms and motivations for grammaticalization?  

Grammaticalization is a hot topic in grammar research in recent years. The syntactic environment in which words appear and the frequency of use have great influence on grammaticalization.

The main mechanisms of grammaticalization are

(a) desemantization -- loss of meaning content;

(b) Extension, or "context generalization" -- application in a new context;

(c) decategorialization -- the loss of morphological and syntactic features characteristic of lexical forms or other less grammaticized forms;

(d) Erosion, or "phonetic reduction" -- the loss of phonetic entities.

《认知语言学导论》模拟试题 

1.Analysis of metonymy in the “的”structure of modern Chinese.

2.What metaphors are used in sports reporting?

3.Saussure put forward the arbitrariness of the relationship between signifier and signified. please talk about what iconicity in cognitive linguistics means.

4.What are the mechanisms and motivations for grammaticalization?  

选取其中一道题目，写一篇不少于2000字的小论文，要求：条理清晰，论述严谨，例证典型充分，格式规范，紧密结合汉语例子进行论证，注意语言的学术化表达。

试题答案要点

1.Analysis of metonymy in the “的”structure of modern Chinese.

The answer to the point：

The structure of "de" is an independent construction with the characteristics of subjectivity, obscurity, derivation and metonymy, which reflects that the construction should conform to the rule of "small part to refer to the whole, individuality to refer to the general, belonging to refer to claim".

2.What metaphors are used in sports reporting?

The answer to the point：

The most common metaphor in sports reporting is the use of war metaphor. For example, "defeat, veteran, strategy, tactics, defensive counterattack, leadership, deployment, regiment, preparation, lineup, meeting, successful opening battle" and so on.

These words originally used in the register of military war break through the register category of original words and frequently enter the register category of sports to express the content and meaning of sports events.

From the perspective of metaphor projection, military register is the original domain and sports register is the target domain.

3.Saussure put forward the arbitrariness of the relationship between signifier and signified. please talk about what iconicity in cognitive linguistics means.

The answer to the point：

Linguistic signs have arbitrariness, but they also have iconicity. In other words, there is both justification and irrationality between signifier and signified. Arbitrariness and iconicity are complementary.

4.What are the mechanisms and motivations for grammaticalization?  

Grammaticalization is a hot topic in grammar research in recent years. The syntactic environment in which words appear and the frequency of use have great influence on grammaticalization.

The main mechanisms of grammaticalization are

(a) desemantization -- loss of meaning content;

(b) Extension, or "context generalization" -- application in a new context;

(c) decategorialization -- the loss of morphological and syntactic features characteristic of lexical forms or other less grammaticized forms;

(d) Erosion, or "phonetic reduction" -- the loss of phonetic entities.