聚焦与延展:CMB大学英语口语教学效能研究  

Centralization and Extension:Study on the Effects of CMB College Oral English Teaching

作　　者：周岚[1] 王文斌[1] 

机构地区：[1]宁波大学外语学院,浙江宁波315211

出　　处：《外语与外语教学》2013年第5期34-39,共6页Foreign Languages and Their Teaching

基　　金：浙江省哲学社会科学规划课题"中国学生二语非流利产出认知在线运作模式研究"(项目编号:11JCWY08YB);国家社会科学基金项目"应用认知语言学视域下的英语教与学实证研究"(项目编号:Y200908535)的部分成果

摘　　要：为探究基于概念隐喻(CMB)的大学英语口语教学效能,本文从CM源域概念场理论出发,设计并实施了CMB教学实验。实验发现中国大学生英语话语中存在语义不连贯问题,而CMB教学对其具有语义聚焦和语义延展的双重效能。本文认为,该双重效能缘于CM源域概念场的作用,即CM通过源域概念场与目标域的互动,不仅能确立和限定话语在新语义上的认知参照范畴,而且能在认知参照范畴的允准范围内为新语义提供可选的认知参照构件与架构。In order to explore the effect of the College Oral Eng- lish teaching based on conceptual metaphors, this paper conducts a CMB teaching experiment grounded on the theory of the source conceptual field formed by CM. The result showed that there existed the problems of semantic incoherence in the English discourse produced by Chinese college students, while the CMB teaching had the centralization effect and extension effect on them. The paper concludes that the two effects result from the functions of the source conceptual field formed by CM as follows： through the interaction between the source conceptual field and the target field, CM can not only establish and limit the cognitive reference scope for the new discourse construction, but also supply the selective structure elements and framework with- in the cognitive reference scope.

关 键 词：CMB教学 英语口语 源域概念场 聚焦性效能 延展性效能 

分 类 号：H319[语言文字—英语]