小品词的认知理据与短语动词教学

Cognitive Motivation of Particles in the Teaching of Phrasal Verbs

英语短语动词因为语义不透明、具有多义性,需要机械地记忆形-义配对,所以学习起来比较困难。认知语言学的兴起与发展,为解决这一问题提供一个新的思路,以前被认为缺乏理据性的短语动词,现在却被发现是有一定理据的,可以用认知语言学的理论尤其是范畴化理论和概念隐喻理论对小品词的语义网络作出合理的解释。相比传统教学法,基于认知语言学理论的教学法,即通过向学习者展示小品词的认知理据进行教学,可以更好地促进短语动词的习得。认知演绎教学法比认知归纳教学法更能清晰地呈现小品词的认知语义网络,而认知归纳教学法在记忆保持方面优于认知演绎教学法。

English phrasal verbs are believed to be challenging to learn due to their semantic intransparency and polysemy,which requires rote memorization of form-meaning pairings.The prosperity of cognitive linguistics(CL),especially category theory and conceptual metaphor theory,provides a new perspective to resolve it with a reasonable explanation of the semantic network of particles,indicating that the meaning of phrasal verbs is not arbitrary as previously considered.Compared with the traditional teaching method,the CL-based teaching methods presenting the cognitive motivation of particles have a better influence on the acquisition of phrasal verbs.The cognitive deductive method can present the cognitive semantic network of particles more clearly than the cognitive inductive method,while the cognitive inductive method outperforms the cognitive deductive method in memory retention.