摘要
人生活在情感中,情感是我们精神世界的基本存在方式,是生命的基本标志。生命的情感性决定了语言的情感性,语言有情感,情感在语言中。生命与语言的情感性决定了语言教学的情感性,后者的提出,从理论上是基于建设性后现代主义哲学的主要思想与认知语言学“现实——认知——语言”的核心原则。生命与语言依存互动,语言教学“有意”作用于生命生长。语言教学情感性目标是学以成人、学以共存、学以自在,以语言切入生命层面,促进人在语言中的成长。
Man lives within emotion which presents itself as the basic survival way of our spiritual world and the primary symbol for our life.Language is emotion-dynamic,while emotion comes within language.The sensibility of life predetermines that of language,and the two endow language teaching with sensibility.Based on Constructive Postmodernist Philosophy and the kernel principle of“Reality-Cognition-Language”in Cognitive Linguistics,the assumption is advanced of sensibility of language teaching in the present paper.While the existence of life and language mutually depend,language teaching contributes to the growth of life.With care for life in language,learning to become human,learning to live together,and learning to live affectively upward,constitute the goal of sensibilities of language teaching.
作者
文兰芳
Wen Lanfang(Hunan University of Technology and Business,Changsha,410205)
出处
《语言与文化研究》
2023年第4期132-137,共6页
Language and Culture Research
基金
湖南省社会科学基金项目“高校外语课程与思政课程同向同行性研究”〔湘社科办(2018)15号,项目编号18YBA250〕的阶段性研究成果。
关键词
情感
生命
语言
语言教学
Sensibility
Life
Language
Language teaching
