从心理语言学角度对外语教学的一点反思

Reconsidering Foreign Language Teaching from the Perspective of Psycholinguistics

本文针对目前外语教学中普遍存在的“重语符，轻语义”、“重译文，轻感知”现象，应用心理语言学的两个基本原理——人认识事物的心理活动过程和言语活动结构理论——分析了产生这些现象的理论根源，提出目前外语教学应加强以下3方面活动：注重根据每个学生的个性启发和引导学生挖掘语句或篇章的具体语境意义和言外之意，注重启发引导学生感知并讲出语言单位所蕴含的民族文化信息差异，注重运用外语建构学生的世界知识。

Aimed at a common phenomenon in present toregn tanguage teaching-emphasize language symbols and translation but despise semantics and recognition,this article analyzes its theoretical roots through two basic psycholinguistics principles--the psychological process of cognition and the theory of structure of speech activity. The author proposes that present foreign language teaching should be strengthened following three aspects ：try to inspire and guide： students to excavate contextual meaning and the implication of the sentences or the texts according to each student＇s individuality, try hard to guide students in feeling and telling the differences of national culture information contained in language units,try to construct student＇s knowledge of the world using a foreign language.