认知语言学与汉语第二语言教学  

Cognitive Linguistics and Teaching Chinese as a Second Language

作　　者：曾君[1] 陆方喆[2] 

机构地区：[1]武汉大学文学院,湖北武汉430072 [2]北京大学对外汉语教育学院,北京100871

出　　处：《云南师范大学学报（对外汉语教学与研究版）》2013年第1期1-9,共9页Journal of Yunnan Normal University(Teaching & Studying Chinese as a Foreign Language Edition)

摘　　要：认知语言学注重语言的认知性和社会的文化性,强调语义、句法、语用的统一,其许多概念与第二语言教学有密切关系。文章重点论述了认知语言学的范畴化、隐喻、识解和构式语法理论,并说明了它们在词汇、语法和短语、句式教学中的作用。在此基础上,文章还考察了运用认知语言学理论指导对外汉语教学的研究情况,探讨了存在的问题以及进一步发展的空间。The cognitive linguistics places emphasis on the cognitive and social-cultural characteristics of the language and emphasizes the uniformity of semantics, syntax and pragmatics. Most of its concepts are related to second language teaching. This paper discusses the categorization, metaphor, construe and construction grammar and its application to the teaching of vocabulary, grammar, phrase and sentence. Besides, it explores the application of cognitive linguistics to teaching Chinese as a second language as well as the existing problems and future studies.

关 键 词：认知语言学 第二语言教学 汉语 

分 类 号：H195[语言文字—汉语]