语言理据及其研究对外语教学的意义以及语言理据的分类

Linguistic Motivation and the Implication of its Study for Foreign Language Teaching and Learning and the classification

无论是认知心理教育学、二语习得、还是认知语言学的研究都表明,有意义的学习有利于提高外语学习效果。语言理据的产生(理据过程)是一个概念化的过程,是目标语言形式和源头之间产生意义联系的过程。了解理据,就是一种有意义的学习。理据的来源有语言系统、人的认知(主观世界)以及客观世界,除了语言本身,还要考虑文化、社会、认知(狭义)、生理、交际(语用)等因素。理据可以分为语内理据和语外理据,本文讨论4种语内理据和6种语外理据。

The study of cognitive psychological education, second language acquisition and cognitive linguistics shows that meaningful study is conducive to enhancing study effects. The motivational process is one of conceptualization during which relation is created between the source and target. Learning about motivation is a way of meaningful study. There are many resources from which motiva- tions are derived, such as language as a system, people＇s cognition and the outside world. Motivation can be linguistic, social, cultural, cognitive, physiological, and communicative （pragmatic）, etc. In this paper, the author will not disscuss cultural and social motivations, as there has been sufficient study about them. Motivation can be intra-linguistic or extra-linguistic. Four kinds of intra-linguistic motivation and six extra-linguistic motivations are discussed in this paper.