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基于认知角度剖析英动词时态  
本文认为英语动词时态是多义的原型范畴，其意义呈现家族相似性结构且有等级之分。比如过去时态把更加凸显，更易获取，更省力的时间上的距离作为原型用法，把事实上的距离和心理上的距离作为非原型用法。时态多义化的主要认知机制是隐喻。各时态的原型用法以各自的意象图式为心理基础通过隐喻映射向其非原型性用法扩展，从而使英语时态的不正常用法被分别纳入过去时态和现在时态用法的系统框架之中。       
Introduction
0.1 The Background of the Study
    The tense system in English plays an essential role in English language, and it is also one of the core tasks of English teaching and learning. Tense category in English is one of the oldest and most controversial subjects in the history of language studies.
Tense is described and defined differently at different periods of time because of English grammarians' various understanding on the concept of tense. Focusing their description of tense uses on the time relation between the actual speech time and event time,  traditional  grammarians  including  the  expansionists  and the  reductionists essentially describe English tense from the objectivistic aspect, which lead to the contradiction between tense definition and tense uses.
The latter studies, especially the studies of Langacker and Taylor, show us the efficiency of cognitive linguistics on analyzing linguistic phenomena by taking the subjective factors, such as the people's cognition into consideration and providing a more unified, coherent and systematic explanation of the English tenses. But these studies are just a beginning and this thesis makes a step further to explore systematically the past tense and present tense from the perspective of the Prototype Theory and the Conceptual Metaphor Theory under the guidance of cognitive linguistics.
0.2 The Objective and the Significance of the Study
    Based on the previous studies, this thesis attempts to study the polysemization of the English tenses with the past tense and present tense as examples by applying the Prototype Theory and Conceptual Metaphor Theory under the guidance of cognitive linguistics. Specifically, the thesis tries to explore the following questions:
1) to make clear the polysemy relationship of the English past tense and present tense;
2) to explain the cognitive mechanisms of the polysemization in English tenses;
3) to find out the cognitive motivation of the polysemization in English tenses;
4) to discuss the implication of cognitive analysis on English tenses in foreign language teaching.
   The attempt of employing the Prototype Theory and the Conceptual Metaphor Theory under the framework of cognitive linguistics to analyze the polysemization of the past tense and the present tense in English in this thesis provides a unified, coherent and systematic explanation for the polysemy relationship, cognitive mechanism, and the cognitive motivation of the polysemization in the English tenses. Therefore the thesis provides new idea for tense study and broadens the research scope of the Prototype Theory and the Conceptual Metaphor Theory by applying them to the analysis of the polysemization of the past tense and the present tense in English. The thesis is also enlightening to the teaching and learning of the English tenses for Chinese learners.
0.3 Structure of the Thesis

Bibliography
Black, M. Models and Metaphors. Ithaca: Cornell University Press, 1962
Bochner. and Lonner, W. J. Cross-cultural Perspectives on Learning. New York: John Wiley Rosh, 1975:177206
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