基于认知语言学有界无界理论的二语词汇习得与教学  

Second Language Vocabulary Acquisition and Teaching Based on Boundedness-Unboundedness Theory in Cognitive Linguistics

作　　者：吴优 李国宏[1] 

机构地区：[1]西华大学外国语学院,四川 成都

出　　处：《现代语言学》2024年第5期55-60,共6页Modern Linguistics

摘　　要：随着认知科学的发展,认知语言学与二语习得相结合。二语词汇习得是二语习得的一个重要组成部分。认知语言学近三十年来的蓬勃发展,无疑为二语词汇习得研究及词汇教学提供了一个全新的视角和广阔的前景。有界无界理论是认知语言学研究的重要内容,在二语词汇习得过程中起着重要的作用。本文以认知语言学理论为基础,从名词和动词两方面具体探讨了有界无界理论在二语词汇习得与教学中的体现及运用,旨在为二语词汇习得与教学提供一些实用的理论参考。文章提出教师一方面应创新教学方式,丰富学生的词汇量,提高学生运用词汇的灵活性;另一方面,应营造活跃的英语课堂教学气氛,激发学生的学习兴趣,使得语言学习更加轻松和愉快。With the development of cognitive science, cognitive linguistics has begun to merge with second language acquisition. Second language vocabulary acquisition is an integral part of second language acquisition. The flourishing development of cognitive linguistics over the past three decades undoubtedly offers a fresh perspective and vast potential for research and teaching in second language vocabulary acquisition. The Boundedness-Unboundedness Theory is a significant aspect of cognitive linguistics research and plays a crucial role in the process of second language vocabulary acquisition. This paper, based on cognitive linguistics theory, specifically examines the manifestation and application of the Boundedness-Unboundedness Theory in second language vocabulary acquisition and teaching, focusing on both nouns and verbs. The aim is to provide practical theoretical references for second language vocabulary acquisition and teaching. The paper suggests that teachers should innovate teaching methods, enrich students’ vocabulary, and enhance their flexibility in using vocabulary. Furthermore, it emphasizes the importance of creating an active English classroom atmosphere to stimulate students’ interest in learning, making language learning more enjoyable and effortless.

关 键 词：认知语言学 有界无界理论 二语词汇习得 二语教学 

分 类 号：G63[文化科学—教育学]