认知语言学框架下的词汇理据解析与二语词汇教学

On Second Language Vocabulary Teaching in the Framework of Cognitive Linguistics

关于语言符号与语义的关系问题,认知语言学家所持的理据观不同于形式主义语言学家所持的任意观。基于理据观的二语学习理念与传统理念有着根本差异。本文从词汇—语法关系的转变阐释课堂二语词汇教学的必要性,说明由于二语习得的核心是掌握基于多词单位的深层词汇知识,理据解析是二语课堂词汇教学的佳径,同时指出二语教师为此所面临的挑战。

Unlike formal linguistic paradigm which starts from the assumption that language is basically arbitrary, Cognitive Linguistics holds that motivation in language is both primary and pervasive. This paper intends to justify the necessity of explicit lexical instruction and an instruction methodology that is made possible by Cognitive Linguistics, namely, emancipation of lexical motivations which can facilitate the understanding and memorization of multi-word expressions and deep lexical knowledge and points out the challenges teachers may face in the conduction of the new language teaching approach.