从认知语言学看外语教学的三个基本问题

A cognitive linguisticlook at accuracy, fluency and critical thinking in foreign language learning and teaching

本文在深入阐释"语义是核心,语法结构都有意义,语言基于使用"这三个认知语言学的基本特征的基础上,探讨外语教学中长期存在的"准确性、流利性和思辨能力不强"三个基本问题产生的原因,提出深入认识认知语言学的这三个基本特征能够为教学实践中更好地逐步解决这三个基本问题提供新的思路:准确性来源于对意义的深刻领会与把握;流利性必须掌握大量的固定表达式和表达方式,经过大量的语言使用达至知识和技能的自动化才能实现;语法结构的意义性在培养学习者思辨能力过程中起着不可替代的作用。本文还认为,这三个问题虽然表现为实践问题,但实则关涉语言的本质、语言习得和语言使用的理论问题。

Starting with a detailed exposition of three key features in cognitive linguistics, i.e. the centrality of meaning, the meaningfulness of grammar and usage-basedness of language, the paper intends to bring out why the lack of accuracy, fluency and critical thinking remains an everlasting issue in foreign language learning and teaching. Our discussion from the perspective of cognitive linguistics will shed some new light on how to tackle the tricky issues in future foreign language teaching and learning in China. To put our views more specifically,accuracy comes from meaning and the ways of expression of the target language; fluency is possible only after a good command of linguistic expressions and ways of expression, and then automatization of linguistic skills and knowledge; and grammar is crucial in cultivating critical thinking. The understanding of them will surely, to some extent, solve the tricky issues better. The paper concludes that the solution to the three issues is closely related to the theory of language, language acquisition and language use.Key words: accuracy; fluency; critical thinking; cognitive linguistics; three key features; significance