再论体验认知教学模式  

Rethinking the Embodied Cognitive Teaching Model

作　　者：孙崇飞[1] 张辉[1] 

机构地区：[1]南京师范大学外国语学院,江苏南京210097

出　　处：《外语教学》2015年第2期45-51,共7页Foreign Language Education

基　　金：国家社科基金一般项目"汉语熟语理解的神经机制研究"(项目编号:06BYY019);国家社科基金重点项目"中国英语学习者句法加工的神经认知机制研究"(项目编号:14AYY009);国家社科基金重大项目"神经语言学研究及学科建设"(项目编号:10&ZD126)的资助;南京师范大学特聘教授启动基金(项目编号:184080H20185);江苏省高校优势学科建设工程二期项目(项目编号:20140901);国家自然科学基金"基于事件相关电位的汉语惯用语的认知研究"(项目编号:30740040)

摘　　要：认知语言学坚持体验认知观,特别强调人在语言使用过程中的认知主体作用,这为重视和发挥学习者主体能动性、改善外语教学方法和提高教学效率提供了坚实的理论基础。认知语言学的两大基础承诺、五大理论假设和"社会转向"与外语教学的各个方面都紧密相关,形成一个互动、整合的整体系统。本文在详细讨论主体能动性、语言和非语言知识及其认知功能的基础上,结合认知语言学理论假设和神经语言学相关实证研究结果提出体验认知教学模式的实践操作流程,使其更具系统性和可操作性。Cognitive linguistics holds the Embodied Cognitive view which emphasizes the cognitive subject role played by human beings during language using. It provides solid theoretical basis for highlighting and exerting learners＇ subjective initiation, improving foreign language teaching method and promoting its teaching effect. The two fundamental cognitive commitments, five theoretical assumptions and its ＂social turn＂ of cognitive linguistics have close relationship with every aspect of foreign language teaching. Together, they form an interactive and integrating holistic system. Based on detailed discussion of sub- jective initiation, linguistic and non-linguistic knowledge and their respective cognitive function as well as the theoretical assumptions of cognitive linguistics and the relevant empirical evidences of neurolinguistics, this paper puts forward the operational process of Embodied Cognitive Teaching Model and makes the model more systematic and operable.

关 键 词：认知语言学 体验认知观 主体能动性 语言和非语言知识 神经语言学 体验认知教学流程 

分 类 号：H319[语言文字—英语]