英语紧缩子句教学中认知因素的调动  

Introducing Cognitive Senses into the Teaching and Learning of English Reduced Structures

作　　者：徐晓燕[1] 孙念红[1] 

机构地区：[1]西南交通大学外国语学院,四川成都610031

出　　处：《西南交通大学学报（社会科学版）》2012年第1期20-26,共7页Journal of Southwest Jiaotong University(Social Sciences)

基　　金：国家社会科学基金项目(09Byy065);教育部人文社会科学项目(10YJA740108);四川外国语言文学研究中心;上海外语教育出版社项目(SCWYH10-37)

摘　　要：英语紧缩子句分为副词短语、形容词短语和名词性动词短语,其构成基于主—谓—宾基本句型,但又具有比之更为复杂的句式特征。紧缩子句结构紧凑、言简意赅,属英语书面语的重要句法手段。在紧缩子句教学中,调动兴趣观、推理观和整体观等认知因素,能锻炼语言和逻辑思维能力,使二者相互促进、共同提高,有助于最终达到大纲的培养要求。English reduced structures consist of adverbial phrases, adjective phrases and nominal verb phrases. Built on subject-verb-object basic patterns, these phrase natured forms are noted for the complexity in constructions. As important means adopted to create written tests, reduced structures are associated with simplex, a typical syntactic feature in written English. Introducing cognitive senses into the teaching and learning of reduced structures, such as learners＇ interest, deduction and global sense, helps to improve learners＇ written English language proficiency and abstract thinking skills which closely associate with the ultimate end of foreign language instruction.

关 键 词：英语紧缩子句 认知因素 语言能力 思维能力 

分 类 号：H319[语言文字—英语]