概念流利:理论拓展与实践探索  

Theory of Conceptual Fluency: Theoretical Expansion and Framework for Its Development

作　　者：李敦东[1] 

机构地区：[1]常州大学周有光语言文化学院,江苏常州213164

出　　处：《宜春学院学报》2015年第11期89-96,共8页Journal of Yichun University

基　　金：江苏省社科应用研究精品工程外语类课题"英语专业学生概念流利水平测试及培养对策研究"(项目编号:14jsyw-33);江苏省高等教育教学改革研究课题"扩展语意单位模型下的词汇语法一体化研究及其教学实现"(项目编号:2013JSJG465)

摘　　要：概念系统是人类生存、认知识解及情感文化各系统交互作用之结果。概念系统是语言系统的认知基底,语言系统是概念系统的符号化表征。概念系统形成过程中,不同民族在认知环境、认知需求和文化情感及习惯性概念化、范畴化与识解方式方面的主客观差异必然会对语言系统的词汇语义与形式结构产生重要影响。语言系统层面的语际差异更多的是概念系统层面的问题。因此,概念流利是语言流利的重要维度和基底构素,也是提高外语流利水平的关键。概念流利的培养应从理论研究、教师培训、学生指导、教材开发四大方面入手。具体教学方法上,应在不抛弃形式与交际流利的前提下积极开展基于认知对比分析的概念教学,有效提高我国外语学习者语言流利水平。Conceptual network derives from the constant interaction of human life systems of living situation,cog-nition and culture-emotion. It serves as the cognitive basis of human language,which actually is a symbolic repre-sentation of conceptual system. Variations in cognitive settings,cognitive demand,cultural-emotional system and conventional ways of cognition,construal and conceptualization are bound to result in various discrepancies be-tween different linguistic systems. Inter-linguistic discrepancies in lexical-semantics and formal structures are pri-marily conceptual and cognitive in nature. Conceptual fluency（ CF）,as the fundamental and primary element,is the most important dimension of linguistic fluency of SL2 learners and the key as well. Current CF development can start with theoretical research, teacher training, classroom teaching and course design. In terms of instruction methods,concept-based instruction based on cognitive-comparison between native and target languages must be put into practice as soon as possible,without giving up ongoing formalist and communicative approaches.

关 键 词：概念流利 概念操作 概念化 语言表征 概念教学法 

分 类 号：H319.3[语言文字—英语]