认知语篇框架下大学生用英语“讲好中国故事”的跨文化叙事能力建构研究  

Research on the Construction of Cross-cultural Narrative Ability for University Students in“Telling Chinese Stories Well”in English under the Cognitive Discourse Framework

作　　者：杨志尚[1] Yang Shangzhi(Changsha Medical University,Changsha,Hunan,410219)

机构地区：[1]长沙医学院,湖南长沙410219

出　　处：《现代英语》2024年第22期89-91,共3页Modern English

基　　金：湖南省教改课题“认知语篇视域下大学生讲好中国故事路径研究及实践”结题文章(课题编号:HNJG-20231293)

摘　　要：在全球化背景下,“中国故事”国际传播面临语言表达和跨文化交流挑战。基于认知语篇理论,研究探讨大学生在跨文化语境中构建叙事能力的路径,以克服符号化障碍、逻辑冲突及受众适应性不足等问题。核心在于通过认知语篇框架,实现“中国经验”向“国际表达”的符号化重构。通过语言、文化和交际认知三个维度,比较中西方叙事结构差异,并结合情境化叙事训练,促进认知迁移,提升叙事能力,增强文化传播效果。In the context of globalization,the international dissemination of the“Chinese story”faces challenges in language and cross-cultural communication.This study,based on cognitive discourse theory,explores how university students can develop narrative skills to overcome issues such as symbolization barriers,logical conflicts,and audience adaptability.The goal is to transform the“Chinese experience”into an“international expression”through cognitive discourse.By comparing narrative structure differences between Chinese and Western cultures,and integrating contextualized narrative training,this study aims to enhance narrative skills and improve cultural communication effectiveness.

关 键 词：认知语篇 跨文化叙事能力 “讲好中国故事” 

分 类 号：H319.3[语言文字—英语]