摘要
The paper focuses on the use of nominalizations in English compositions of Chinese EFL learners in college. From the research, we conclude that the cognitive capability of the students and the interference of their mother tongue are mutually responsible for the low use of nominalizations. In addition, the use of nominalization mainly reveals the learner's cognitive competence. Our suggestion on the teaching of nominalization, as well as English writing has been incorporated.
本文考察了中国非英语专业大学生不同年级写作中的名物化结构使用情况,并对其教学提出了建议。借助语法隐喻的理论和英汉对比研究的成果,我们发现认知因素和母语的干扰共同作用导致了名物化使用频率偏低和误用。其中,主要原因是用英语写作时产生的思维短路降低了学生的认知能力,使之无法进行隐喻式思维。
