认知诗学在英语诗歌教学中的应用——以《未选择的路》为例  

On the Appliance of Cognitive Poetics in the Teaching of English Poetry——A Case Study of “The Road Not Taken”

作　　者：钱俊[1] 

机构地区：[1]湖北第二师范学院外国语学院,武汉430205

出　　处：《湖北第二师范学院学报》2015年第4期93-97,共5页Journal of Hubei University of Education

基　　金：湖北第二师范学院校级教学研究项目(X2012011)

摘　　要：英语经典诗歌形式优美,内涵丰富,但是英语诗歌教学与英语小说和戏剧教学相比难度较大,需要深入研究教学方法,形成系统的教学体系。本文从赏析和解读美国诗人弗罗斯特的名诗《未选择的路》的教学实践出发,以认知语言学的相关理论为背景框架,结合学生在语言习得过程中所遵循的认知模式,探讨英语诗歌教学创新。以诗歌形式作为进入诗歌文本的切入点,从音韵、结构等方面引导学生通过个性化阅读来理解该诗,进而借助概念整合的理论帮助学生解读该诗中的多处隐喻,使得学生主动参与该诗意义的建构。最后,运用文学文本之间内在的互文性进行主题教学,鼓励学生进行创造性思考,培养学生批评性思维能力和创新能力。English poetry is beautiful in form and rich in meanings, whereas the teaching of English poetry is more diffi-cult than that of English novel and drama, which calls for an urgent construction of the research system. With the frame-work of cognitive theory, this paper illustrates the teaching practice of Robert Frost’ s poem“The Road Not Taken,” in the course of which the schema cognitive pattern is embedded, and tries to explore the innovative teaching method of English poetry. It begins with the form of the poem, such as rhyme, rhythm and structure, which is ensued by students’ active construction of the poem’ s meaning by means of conceptual blending. Finally, by making use of the intertextuality of literary texts, students are cultivated to think critically under the guidance of theme-based teaching model.

关 键 词：概念整合 主题教学模式 英语诗歌教学 《未选择的路》 

分 类 号：I106.2[文学—世界文学]