认知语言学视角下高职英语听说教学中的习得研究  

On the Second Language Acquisition in Teaching English Listening and Speaking from the Perspective of Cognitive Linguistics in Vocational Colleges

作　　者：刘玲妍[1] 

机构地区：[1]广西卫生职业技术学院,广西南宁530021

出　　处：《广西师范学院学报（哲学社会科学版）》2014年第3期125-128,共4页Journal of Guangxi Teachers Education University：Philosophy and Social Sciences Edition

摘　　要：语言习得从输入到输出的整个过程与学习者内在认知机制的联系是密不可分的,因此对二语习得的研究离不开对学习者认知心理的关注。从认知语言学的视角去分析二语习得过程的心理机制,从而探索更有效的习得途径是近年语言学界研究的趋势和热点。本文分析了高职英语听说教学的现状,结合认知语言学的相关理论,分析听说教学的认知机制和习得机制,并提出高职英语听说教学中实现语言习得的五个重要阶段。Second language acquisition is a complex process with input and output action, closely related to the learners cognitive and psychological mechanism. It is a hot focus on the function of the learners psychological mechanism in study on second language acquisition process. Based on the important theories of cognitive linguistics, this paper analyzes in detail the important psychological mechanisms in language input and output process of vocational English teaching. It also discusses the cognitive pattern of vocational English listening and speaking teaching from five stages so as to explore a more effective way of second language acquisition.

关 键 词：二语习得 认知心理机制 高职英语听说教学 

分 类 号：H319[语言文字—英语]