词汇同现的语篇认知功能  

Textual cognitive functions of lexical collocation

作　　者：高娜[1] 

机构地区：[1]西北农林科技大学外语系

出　　处：《西安外国语大学学报》2019年第4期26-29,共4页Journal of Xi’an International Studies University

基　　金：西北农林科技大学2019年本科教育教学改革研究项目“英汉同现观照下的大学英语阅读教学研究”(项目编号:2019jg006)的阶段性研究成果

摘　　要：本文依据认知语篇学的三个原则——语境支点、语篇生成者与接受者视角、交互性的动态认知过程,探究词汇同现手段如何有效帮助语言学习者构建语篇内部认知结构。研究发现:1)词汇同现手段在语篇阅读中体现出很强的认知功能,能够唤醒并验证读者的认知原型;2)词汇同现能够引领读者不断缩小语篇的接受方向与作者意图之间的距离,能使二者逐渐靠近直至完全相符;3)词汇同现能使读者在阅读过程中不断纠正理解偏差,逐步聚焦语篇意义,从而实现有效阅读。The present paper attempts to analyze, from such perspectives as contextual functions, text creator and recipient, and interactive dynamic cognitive process, how lexical collocation, a cohesive lexical means, helps readers to get a full understanding of the internal structure of a given text. It has revealed that the collocation is effective in the process of achieving efficient reading as to the following three aspects: 1) It can help arouse and verify the cognitive prototype of readers;2) It can adjust the readers’ understanding to the writers’ intention;3) It can help the readers constantly correct their understanding bias and gradually focus the meaning of the text to achieve effective reading.

关 键 词：词汇同现 认知语篇学 语境支点 交互性动态认知 

分 类 号：H030[语言文字—语言学]