摘要
近年来的科学研究和教学实践表明,应用认知理论深化语篇建构教学可取得显著成效.本文首先从认知的角度分析了语篇建构的深层要素及其互动关系,以便阐明这些多元的认知关系是如何对语篇建构过程进行制约的.文章进而详细讨论了西方各派的相关理论,追溯其历史渊源,并指出各自在教学实践中的得失.最后,本文通过讨论比较提出了一种有利于提高学生语篇建构能力的教学思想.
As recent researches and teaching practice indicate, significant results can be achieved by applying cognitive theories to a deepened study of discourse construction. This paper begins with a cognitive analysis of some underlying elements and their interrelations in the construction of discourse so as to make clear how these cognitive relations restrict the process of discourse construction. Then the paper discusses in detail some relevant theories of the Western Rhetoric with their historical development and their respective advantages and disadvantages in discourse teaching practice. Based on all these comparative discussions the paper concludes with a suggestion that what is referred to as Epistemic Rhetoric be a better approach to the improvement of students' ability in discourse construction.
出处
《外语与外语教学》
北大核心
2002年第2期21-24,共4页
Foreign Languages and Their Teaching
关键词
认知理论
语篇
建构
教学理论
cognitive theory, discourse, construction, pedagogical theory
