基于认知语言学的大学英语教学模式研究  

A study on the college English teaching model based on cognitive linguistics

作　　者：朱京[1] 贾冠杰[1] 

机构地区：[1]苏州大学外国语学院,江苏苏州215006

出　　处：《外语界》2018年第3期30-37,80,共9页Foreign Language World

基　　金：国家社科基金项目"英汉程式语心理表征模式对比研究"(编号12BYY009);2017年江苏省高等教育教改研究立项重点课题"深度融合现代信息技术的大学英语教学创新研究与实践"(编号2017JSJG560)的阶段性成果;江苏政府留学奖学金项目(编号20164303)资助

摘　　要：本研究基于认知语言学的涉身观、构式观、概念观和使用观四项理论,依托体验原则、词汇—语法连续体原则、概念化原则和使用原则四项教学原则,构建了基于认知语言学的大学英语教学模式。该教学模式具有认知与情感协同发展,形式、意义与功能协同发展,语言、文化与思维协同发展的特点,以体验活动为基础、以构式习得为目标、以篇章输出为手段实现在教学中的具体应用。Based on the four views of embodiment, construction, conceptualization and usage in cognitive linguistics, this study proposes four teaching principles of embodied learning, lexico-grammatical continuum, conceptualization and usage, and establishes a model of college English teaching. The model is oriented towards a better coordination between cognition and emotion, a deeper understanding of form, meaning and function, and a fairer balance of lan- guage, culture and mind. The application of the model starts with embodied learning activities, and proceeds to the objective of construction acquisition through text production.

关 键 词：认知语言学 大学英语教学 教学模式 

分 类 号：H319[语言文字—英语]