论二语语用发展研究认知路向  

On Cognitive Approach to Pragmatic Development in Second Language

作　　者：李健雪[1] 

机构地区：[1]徐州师范大学外国语学院,江苏徐州221116

出　　处：《扬州大学学报（人文社会科学版）》2007年第6期32-36,共5页Journal of Yangzhou University(Humanities and Social Sciences Edition)

基　　金：江苏省教育厅高校哲学社会科学基金项目(07SJD740015)

摘　　要："未来的研究需从心理学的不同角度,包括认知理论和社会文化理论考虑学习者的二语语用习得。"Kasper和Rose的这一设想,不仅为二语语用发展研究提出了新思路,也提出了挑战。建立在语用普遍性基础之上的二语语用发展研究,在继承传统语用研究成果的同时,汲取体验认知语用的研究成果,将概念能力发展和隐喻能力发展作为一种新的研究路向。这既有必要,也有可能。＂Future research needs to consider learners＇ acquisition of 12 pragmatics from different psychological perspectives, including cognitive theories and socio-cultural theory.＂ The suggestion by Kasper and Rose is both a new guide and a challenge for 12 development research. While inheriting cognitive pragmatic tradition in research, the study of L2 pragmatic development that is based on pragmatic universal may also take advantage of the experiential development of pragmatic study and take as a new approach the development of conceptual competence and metaphoric competence, which is both necessary and feasible.

关 键 词：二语语用发展 体验认知语用观 概念能力 隐喻能力 路向 

分 类 号：H31[语言文字—英语]