基于认知功能教学法的语言学能研究  

The Further Verification of “Language Aptitude Development”——A Study of Language Aptitude Based on Cognitive-Functional Approach

作　　者：王丽媛[1] 王素娟[1] 

机构地区：[1]江苏技术师范学院外国语学院,江苏常州213001

出　　处：《江苏技术师范学院学报》2012年第5期41-44,共4页Journal of Jiangsu Teachers University of Technology

基　　金：江苏技术师范学院教学研究项目"认知功能教学法背景下的大学英语词汇深度教学实证研究"(项目编号:JG11030)

摘　　要：在理论分析的基础上提出"认知功能教学法能够促进学习者语言学能发展"的假设并对其验证,进而论证"语能发展观"。研究结果表明,认知功能教学法能够促进学习者"语言学能",尤其是"语言分析能力"的发展;语言学可以通过后天训练得以提高;语言学能与学习者的语言水平显著相关。On the basis of a theoretical research, the paper makes a hypothesis that Cognitive- Functional Approach can partly promote the development of Language Aptitude of EFL Learners, especially ＂Language Analytic Ability＂. ＂Language Aptitude Development＂ is further verified. In addition, the paper conducts an empirical test of it and Language Aptitude Development. The findings are as follows： 1）Cognitive-Functional Approach can partly promote the development of Language Aptitude of EFL Learners, especially ＂Language Analytic Ability＂; 2）Language Aptitude can partly be improved through training; 3）Language Aptitude and language proficiency of EFL Learners are correlated significantly.

关 键 词：认知功能教学法 语言学能 

分 类 号：H319.1[语言文字—英语]