外语教育学视阈下的外语教学实践:超越语法  

Beyond Grammar:Foreign Language Teaching from the Perspective of Foreign Language Education Studies

作　　者：杜可君 DU Kejun

机构地区：[1]华南理工大学,广州510641

出　　处：《当代外语研究》2024年第2期118-126,共9页Contemporary Foreign Language Studies

基　　金：2021年度广东省哲学社会科学规划基金项目“新文科视域下商务口译慕课课程建设与应用研究”(编号GD21WZX02-11);2023年度华南理工大学校级教研教改项目“基于续论学习观的口译教学改革实践”(编号x2wy/C9233098)的阶段性成果。

摘　　要：外语教育是以母语认知为基础,对他者语言文化进行的教学实践行为。以此为观照,本文对比分析了英、汉两种语言中的复合词、语法构式以及语篇结构的认知建构机制,发现探寻其建构机制不可拘泥于现时语言事实本身,而应从人类的认知机制、历时演进、共时结构等多视角进行。本文提出我国外语教学实践应超越语法,从人类认知机制探寻语言内部结构形成的理据,同时也必须注重语言在历史演进中所获得的外在推动力。外语教学中应创新教学方法,提高教学质量,以培养积极推动中国文化走出去的人才。Foreign language education is to teach the language and culture of others based on one's mother tongue cognition.Inspired by this concept,this paper makes a comparative analysis of the cognitive mechanism for compound words,grammar constructions and texts in Chinese and English.It is revealed what underlies the motivated linguistic entities is closely related to human cognition,their diachronic development,their synchronic structures and the forces that have shaped them.Consequently,it is suggested that foreign language teaching in China should go beyond grammar to reflect the internal structure of the language from the perspective of human cognitive mechanisms as well as the external forces that have driven its historical evolution.Such innovation in language teaching is encouraged to improve the teaching quality and cultivate talents who are able to disseminate Chinese culture globally.

关 键 词：外语教育学 认知机制 超越语法 外语教学实践 

分 类 号：H319[语言文字—英语]