认知语言学与语篇分析双重视角下的英语阅读教学

On English Reading Teaching from the Dual Perspective of Cognitive Linguistics and Discourse Analysis

当前我国高校各级别英语阅读教学改革层出不穷,但鲜有将认知语言学与语篇分析双重视角结合用于其课堂教学,发挥各自优势的研究。借用认知语言学原型概念与语篇分析逻辑顺序关系模式,以讲授“All Cultures Are Not Equal”为例,运用到研究生公共英语阅读教学中,展现其英语阅读课堂教学,帮助学生掌握阅读方法,培养学生批判性阅读能力。结论表明:认知语言学与语篇分析分别从宏观与微观角度为理解文章提供阅读方法,二者协同为英语阅读教学提供新视角。该双重视角也同样适用于大学英语与英语专业阅读教学。

The current reforms in teaching English Reading at various levels of higher education in China are expanding rapidly.However,little attention has been devoted to blending a dual perspective of cognitive linguistics and discourse analysis in this teaching.This paper analyzes a case study on teaching“All Cultures Are Not Equal”that applies the prototype concept in cognitive linguistics and the pattern of logical sequence relations in discourse analysis for postgraduate public English Reading.The attempt aims to help the students have a good command of reading strategies and foster their ability to read critically.It is found that cognitive linguistics and discourse analysis provide reading methods from macro and micro perspectives respectively,and the two cooperate to provide a new perspective for English Reading teaching.This dual perspective is also applicable to College English and English Reading course for English majors.