The Application of Semantic Cognitive Mechanism of English Idioms in Idiom Teaching

This article takes the perspective of cognitive linguistics and applies the semantic cognitive mechanism of English idioms to analyze the motivation between the generation and meaning of idioms.It explores the teaching of English idioms based on motivation analysis and proposes several suggestions and strategies for idiom teaching,hoping to benefit English idiom teaching.

An Eye-Movement Study on the Cognitive Neuroscience Mechanisms of Chinese Classifier Construction

The study manipulated semantic and syntactic variables to explore the cognitive neuroscience mechanisms of Chinese classifier construction"yi+N(CL)+N".It was indicated:First,the mismatch could be dissolved if and only if the CL and modified noun were semantically related,which implied the significance of semantics in dissolving syntactic conflicts and processing linguistic items.Second,syntactic and semantic information were both activated at the early and late stages of language processing,which is consistent with the claims of the extended Concurrent Model.Third,the Access Mechanism of CLs,i.e.items in ordinary partitive phrases and temporary partitive phrases was identified.The former were addressed in a direct way,while the latter were processed in an assembled way.

Research on the Cognitive Mechanism of Idioms Translation

Idioms are the marrow in a language, in which it is easy to find a lot of cultural information. English and Chinese people are different in many aspects, such as geography and history, customs, religion and belief, value and concept, etc.It is a very important task in cross-culture communication that the understanding and translation of English and Chinese idioms. This paper mainly analyzes the implicit information lied in English and Chinese idioms.Further, it will figure out the cultural factors influencing English and Chinese people's cognition.Finally, it reveals the cognitive mechanism in different cultures so as to accelerate the cross-culture communication.

On the Accordance of Religious and Scientific Cognition Mechanism

There are various differences and contraries, sometimes, even a vehement collision between religion and science. However, to the understanding of objective things, the cognition principles which the two follow are almost unanimous. Basically, mature religions have established complete theology systems, which are one of the means of human cognition, considering objective reality as cognitive basis, following cognitive universal rules and full of rationality and Irrationality through the cognitive process as well as science.

Cognition Based Adaptive Control Mechanism

According to the basic functions and objectives of Cognitive Radio (CR) systems, the cognition-based adaptive control mechanism is the generalization of the research contents and approaches of cognitive radio systems. Therefore, the mechanism is described by a cognition loop, which contains the following parts: environment, inner structure of intelligent systems, observation and action.

Problem-Based L2 Learning: Self-Negotiated Linguistic Cognition

The existing literature has revealed that Problem-based Learning （PBL） can improve the cognitive competence of learners, but few studies focus on L2 learning from the perspective of students, or on the relationship between PBL and linguistic cognition. Based on students＇ reflective journals, the researcher＇s observation notes, and interviews with teachers and students, this case study describes the individual and collective self-negotiations during a Problem-Based L2 Learning （PBLL） practice of 157 non-English majors at three universities in Beijing. The current study makes a distinction between surface and deep self-negotiations, and confirms the conception of the self-negotiated L2 cognition of PBLL learners. The research results show （1） that the self-negotiation is a consistent feature of PBLL because the whole PBLL process comprises the cyclic intertwining of individual and collective self-negotiations, （2） that L2 learners manage to achieve individual and collective self-negotiations through cognitive mechanisms of linking, riffling and converging, and （3） that deep self-negotiations in PBLL are more dynamic, interactive, and generative. Pedagogical implications, research limitations, and future directions are also discussed.