英语违实条件句的认知突显性及其教学建议  

A cognitive prominence view on the English counterfactual conditionals and their teaching suggestions

作　　者：刘立立[1] 唐燕玲[2] LIU Lili;TANG Yanling(Foreign Studies College,Hunan Normal University,Changsha 410081,China;Department of General Courses,Hunan Transportation Vocational College,Changsha 410132,China)

机构地区：[1]湖南交通职业技术学院,湖南省长沙市410132 [2]湖南师范大学,湖南省长沙市410081

出　　处：《外文研究》2024年第4期46-52,105,共8页Foreign Studies

基　　金：2023年湖南省教育厅科学研究项目“基于‘双高建设’的高职ESP‘三教’改革路经研究”(23B0983);湖南省教育科学研究工作者协会高等教育一般课题“‘双高计划’背景下高职行业英语‘三教’改革体系研究(XJKX22B029)”。

摘　　要：违实条件句因其语义内涵丰富、语用效果鲜明的特征,一直是语言学研究的重点。但其教学研究多在虚拟语气教学框架中展开,导致学生对该句式的语义内涵把握不全。本文基于认知突显理论,考察了假设条件和修辞条件两类违实条件句的认知语义基础,认为两类违实条件句的形成体现了认知主体不同的识解方式。根据两类句式的认知语义分析,从全面把握违实条件句的语义内涵、深入体悟违实条件句的语用功能和强化学生英语违实条件句的应用意识三方面对英语违实条件句教学提出了可行性建议,为后续英语违实条件句教学提供有益参考。Counterfactual conditionals have been the focus of linguistic studies for their enriched semantic content and distinct pragmatic effects.However,their teaching researches have mostly been taken in the framework of subjunctive teaching,which lead to an incomprehensive understanding of the semantic connotation of the sentence.Based on the Cognitive Prominence Theory,the cognitive semantic foundations have been explored in the hypothetical and rhetorical conditionals,and the two types of conditionals reveal different cognitive mechnisms forming counterfactual conditionals.Based on the cognitive semantic analysis of the two types,feasible suggestions on the teaching of English counterfactual conditionals has been proposed,grasping the semantic connotation of counterfactual conditionals,appreciating the pragmatic functions of counterfactual conditionals and enhancing the awareness of applying English counterfactual conditionals,thus offering beneficial reference for the subsequent teaching of English counterfactual conditionals.

关 键 词：违实条件句 认知突显 外语教学 

分 类 号：H030[语言文字—语言学]