摘要
这篇论文旨在指出词汇教学是对外汉语教学的一个关键环节 ,并根据认知语言学理论对词汇教学的这一特点进行了理论阐释。本文运用结构假说、隐喻理论、完形心理学理论阐明了词汇教学有助于在学生头脑中形成语义的整体化、网络化 ,更有利于语言项目的识记、编码。
This paper puts a high premium on vocabulary- teaching. The authors points out that, we can take vocabulary teaching as the heart of Chinese teaching to foreign students. This article tries to explain it through the theory of cognitive linguistics. According to structure rypothesis, metaphor theory ,and gesalt theory, vocabulary-teaching can help student form an integrated semantic net , as does good to the memorizing, storing, encoding and drawing of the language information.
出处
《云南师范大学学报（哲学社会科学版）》
2002年第6期133-134,共2页
Journal of Yunnan Normal University：Humanities and Social Sciences Edition
关键词
词汇
结构假说
隐喻
完形理论
vocabulary
structure rypothesis
metaphor theory
gesalt theory
