多维视角下的形式-意义联结与外语教学  

Form-meaning Connections and Foreign Language Teaching:A Multi-perspective

作　　者：杨滢滢[1] 冯辉[2] 

机构地区：[1]上海外国语大学国际教育学院,上海200083 [2]上海外国语大学校长办公室,上海200083

出　　处：《外语与外语教学》2015年第6期63-68,共6页Foreign Languages and Their Teaching

基　　金：上海外国语大学一般科研基金项目"支架理论框架下英语专业写作教学探讨"(项目编号:2010114013);东方学者团队建设项目"移动学习与语言教学"(项目编号:TPKY052WMJ)阶段性成果

摘　　要：形式-意义联结理论为理解学习者第二语言习得过程提供了理论依据。本文旨在通过引入构式语法和联想式学习理论,综合认知语言学、心理语言学及二语习得相关理论,多视角地阐释形式-意义联结的建立过程和决定因素的同时,指出外语教学环境下形式教学在形式-意义联结建立中的重要作用。Theories of form-meaning connections have been an integral part in Second Language Acquisition research. Focusing on Construction Grammar and Associa- tive Learning Theory, this article elaborates the process of form-meaning connections and the related determinants from multi-perspectives concerning cognitive linguistics, psycholinguistics and SLA theories. It also points out that focus on form instruction plays an essential role in formmeaning connections in classroom setting.

关 键 词：形式-意义联结 构式语法 联想式学习 形式教学 

分 类 号：H319[语言文字—英语]