手势与言语关系论对语言教学的启示--基于认知语言学视角

The Implications of Gesture and Speech Relation Theory for Language Teaching--from the Perspective of Cognitive Linguistics

从上世纪60年代开始,国内外学者们就开始关注手势和言语的关系。起初,语言学家普遍认为手势附属于言语,手势只是言语的一种辅助系统。但随着认知语言学、心理语言学和神经语言学等学科不断发展,学者们开始关注手势本身不可替代的特殊性及在语言教学方面的重要作用,把手势与隐喻理论、二语习得理论、韵律学和神经科学等诸多学科相结合进行交叉研究,已经成为语言学发展的新趋势之一。在介绍目前国际上三大手势与言语关系理论的同时,肯定了手势与言语共享同一认知源,并指出当前此三大理论的不足之处,分别从教师和学生两个角度讨论手势语言观对语言教学的启示,为语言教学未来的发展提供新的视角。

From the last century since 60 s,scholars at home and abroad started to pay attentions to the relationship between gesture and speech.At the beginning,linguistics hold that gesture is an auxiliary system of speech.With the development of cognitive linguistics,psycholinguistics and neurolinguistics,nowadays,scholars focus on the irreplaceable particularity of gesture itself and the important function of gesture in language teaching.Scholars combine gesture with metaphor theory,second language acquisition theory,metrics and neurosciences and another disciplines to conduct the cross-over study,which has become the new trend.With introducing the three main international theories of the relationship between gesture and language and confirming that gesture and speech share the same cognitive source at the same time,the paper also point outs the deficiencies of three theories and discusses the implication on the relationship between gesture and speech from the view of teachers and students respectively,which could provide some suggestions on the field of language teaching in the future.