基于认知对比分析的外语惯用语教学范式研究  

Cognitive Comparison-based FL Idiom Teaching Paradigm

作　　者：吴荣兰[1] 楼捷[1] 

机构地区：[1]浙江树人大学外国语学院,浙江杭州310015

出　　处：《基础教育外语教学研究》2016年第5期27-31,共5页Foreign Language Teaching & Research in Basic Education

基　　金：本文基金项目：2014--2018年度全国基础教育外语教学研究资助金项目（JJWYYB2015012）和2014年浙江树人大学校级教改项目（2014JA3024）.

摘　　要：在我国的语言环境下，隐性外语词汇教学缺乏可行性，显性的词汇教学可能产生更有效的教学效果。本文从认知语言学理论出发，以外语词汇教学中的难点——外语惯用语教学为例，提出基于认知对比分析的教学范式。这是一种把认知教学和形式对比两种方法相结合的词汇教学法。本文提出的外语惯用语教学基本范式是：首先，探寻惯用语理据，加深学习者对惯用语的理解；其次，进行目标词和对应母语词汇的认知对比分析；最后，利用交际性活动获得目标词输出的频次效应。实现惯用语的整体提取。本文认为，对于有一定认知能力的外语学习者而言（如大学生和中学生），基于认知对比分析的惯用语教学具有较大的必要性，甚至可能产生比隐性学习更好的教学效果，为现有的外语词汇教学提供了一种新的选择。In Chinese context which is not a multi-lingual circumstance, lacks its feasibility and explicit vocabulary teaching may have a better effect. implicit FL vocabulary teaching This article, based on cognitive linguistic theory, proposes a cognitive comparison-based FL idiom teaching paradigm which is a difficult part in FL vocabulary teaching. The procedure the paper proposes is： first, seek the motivation of the target idioms to deepen the understanding; then, make cognitive comparison between the target idioms and its counterpart in native language; finally, use communicative approach to get the frequency effect of the target idioms to enhance holistic processing. The authors argue that, from the perspective of learners with certain cognitive foundation such as college students and middle school students, cognitive comparison-based idiom teaching has greater feasibility and could even have better teaching effect. It provides a new choice for FL vocabulary teaching.

关 键 词：惯用语 认知对比分析 显性教学法 范式 

分 类 号：G420[文化科学—课程与教学论]