运用认知隐喻思维 促进词汇深度习得  

Promoting in-depth Lexical Acquisition through Cognitive Metaphor

作　　者：陈超颖 戚亚军[1] CHEN Chaoying;QI Yajun(College of Qiuzhen,Huzhou University,Huzhou 313000,China)

机构地区：[1]湖州师范学院求真学院

出　　处：《湖州师范学院学报》2019年第12期39-42,共4页Journal of Huzhou University

摘　　要：词汇是构筑语言大厦的基质,词汇习得会直接影响到二语学习者听、说、读、写、译等技能的培养和提升。传统词汇教学往往存在着忽视词义联想与延伸、不注重词汇认知勾连、"去语境化"倾向等问题。通过运用隐喻认知思维、建构语义延伸网络、探索异域文化体系这些突破口,可促进词汇深度习得,有效提高词汇教学成效。As the basic building block of language, vocabulary and its acquisition have a profound influence on the subsequent development of EFL learners’ language literacy. However, there are many troubles with traditional practice of lexical teaching & learning, such as the neglect of semantic association, inattention to lexical extension as well as its de-contextualization. In order to put these problems in perspective, this paper, in light of cognitive metaphor, makes a tentative research by means of metaphorical thinking, semantic network and cross-cultural awareness cultivation to promote EFL learners’ lexical acquisition in depth.

关 键 词：认知隐喻 词汇教学 深度习得 

分 类 号：G642.0[文化科学—高等教育学]