认知视角下的大学英语词汇搭配教学  

A Cognitive Approach to College English Collocation Teaching

作　　者：章芳颖[1] 

机构地区：[1]龙岩学院外国语学院,福建龙岩364012

出　　处：《凯里学院学报》2014年第1期179-181,共3页Journal of Kaili University

基　　金：福建省教育厅A类社会科学研究项目"基于认知语言学的大学英语认知教学探究"(项目编号:JA13304S)

摘　　要：词汇搭配是外语教学的瓶颈,然而它在大学英语词汇教学中并未受到足够重视,大学生们在词汇搭配能力方面普遍比较欠缺。基于搭配认知研究成果,提出大学英语搭配认知教学的三个建议,以期促进学生词汇搭配习得、提高搭配生成能力。建议教学时由基本层次范畴词的搭配延伸至上位词和下位词;多分析词汇搭配的隐喻机制,尤其注意分析英汉"对等词"因概念隐喻差异造成的搭配差异;另外,以课文主题为核心范畴概念,引导学生进行语块联想,建立词汇语义范畴网络。Lexical collocation is the bottleneck for foreign language teaching, but it does not attract due attention in college English teaching, which leads to the deficiency of lexical collocation ability a- mong college students. Thus this paper puts forward three suggestions for college English collocation teaching, based on cognitive findings of collocation, in order to help students promote collocation ac- quisition and enhance their collocation output ability. It is suggested that teachers provide collocation of basic - level category words before teaching collocation of superordinate or subordinate category words, and analyze the metaphorical mechanism of collocation, of the ＂equivalent words＂ in English and Chinese especially pay attention to different collocation languages resulted from different conceptual meta- phor; in addition, teachers can inspire students＇ semantic association revolving around the topic of each unit in textbooks as core category concept, to help students establish semantic networks in the form of lexical chunks or collocation.

关 键 词：大学英语词汇搭配教学 认知研究 隐喻 基本层次范畴 

分 类 号：H319[语言文字—英语]