摘要
An empirical study of Chinese EFL learners has been carried out in the authentic Chinese EFL classroom on the campus of Tianjin Foreign Studies University, with an aim to verify how and why the cognitive linguistic approach can facilitate L2 or FL learners in the process of learning English as a second or a foreign language. The statistical analysis of the data showed that the EC outperformed the CC both on lexical and grammatical proficiency and on their metaphorical and pragmatic or sociolinguist competence after the classroom treatment. Thestudy has concluded that using CMs and IMs as the motivator and organizer in the process of learning English as a foreign language, the cognitive approach benefits L2 or FL learners with respect to comprehension and retention of memory.
本实证研究基于天津外国语大学真实的英语课堂教学环境,旨在验证认知语言学方法促进二语或外语学习的方式和原因。受试者在经过一段时间的课堂教学后,接受延时后测。统计分析数据表明,接受认知法授课的学生无论在词汇和语法水平还是在隐喻和语用或社会语言学能力上都比接受语法翻译法授课的学生有较大提高。该实验数据进一步证实了通过唤醒隐喻意识和分析意象图式结构特征,认知方法在强化记忆和培养社会文化语用能力上具有很大潜势。
