认知语言学视角下英语“if”条件句教学模式探究  

Exploring Teaching Models for If-conditionals from the Perspective of Cognitive Linguistics

作　　者：郭颖 Guo Ying(Sichuan International Studies University,Chongqing,400031)

机构地区：[1]四川外国语大学,重庆400031

出　　处：《现代英语》2024年第16期85-87,共3页Modern English

基　　金：四川外国语大学2021年度科研项目“If条件构式的认知研究”(项目编号:sisu202127)

摘　　要：英语“if”条件句在语义、语用和句法方面的复杂性和微妙性,使其成为二语学习者习得的难点。传统教学大多关注句法规则,对语义和语用的多样化解释不足。鉴于此,重视语义建构和反映认知过程的认知语言学研究对学习者大有裨益。研究通过引入以认知为导向、语义强化为切入点的条件句教学模式,有助于学习者将关注重点从机械的句法结构记忆转向语义、语用层面,理解形式与意义之间的映射关系,提高习得效果及语言产出能力。The complexity and subtlety of if-conditionals in semantics,pragmatics and syntax pose great challenges for EFL learners.Traditional teaching often focuses on syntactic rules,with insufficient attention to the diversity of semantics and pragmatics.Therefore,cognitive research on if-conditionals,which emphasizes semantic construction and cognitive processes,could greatly benefit learners.By introducing a cognitive-oriented,semantics-focused teaching modal,learners can shift from mechanical memorization of syntactic rules to semantics and pragmatics,thereby facilitating their understanding for the mapping between form and meaning,thus enhancing acquisition and production abilities.

关 键 词：“if”条件句 教学模式 认知语言学 

分 类 号：G642[文化科学—高等教育学]