认知视角下名词数范畴习得研究

Cognitive Perspective on the Acquisition of Noun Number Category

“数”的概念本身所具有的复杂性,以及母语和目标语之间概念化方式存在的差异,仍然给教学带来不小的困难。“数”的概念本身所具有的复杂性,以及母语和目标语之间概念化方式存在的差异,仍然给教学带来不小的困难。研究发现中学生对名词数范畴的误用主要存在以下三类问题:1) 难以区分可数名词与不可数名词。2) 对数范畴使用不但造成于一不完整或重复。3) 难以结合具体语境对名词可数与否进行具体判断。近年来认知语言学理论引起了国内英语教学界的重视,本研究从认知的角度对英、汉两种语言进行比较并针对学习者频繁出现的问题设计有针对性的教学,力图帮助学习者对“数”概念进行建构以期提升学习效率。

The complexity inherent in the concept of “amount”, along with the differences in conceptualization between mother tongue and target language, continues to pose considerable difficulties to teaching. Studies have uncovered three main problems in middle school students’ misuse of noun number categories: 1) the inability to distinguish between countable and uncountable nouns;2) the use of number categories resulting in incomplete or redundant forms;3) the struggle to judge the countability of nouns in specific contexts. In recent years, cognitive linguistics theories have gained attention in the field of English teaching in China. This study compares and contrasts English and Chinese from a cognitive standpoint and designs targeted teaching strategies to address the problems that learners frequently encounter. Its aim is to assist learners in constructing the concept of “number” in hopes of enhancing learning efficiency.