隐喻研究作为认知语言学的一个重要组成部分．研究的涉及面较广．对新闻报道的隐喻研究亦是它的研究范畴之一。本文从认知语言学的角度出发，在隐喻类型划分的基础之上．采取了来自VOA和MW York Times等的数篇新闻报道语料，并对其进行...隐喻研究作为认知语言学的一个重要组成部分．研究的涉及面较广．对新闻报道的隐喻研究亦是它的研究范畴之一。本文从认知语言学的角度出发，在隐喻类型划分的基础之上．采取了来自VOA和MW York Times等的数篇新闻报道语料，并对其进行了实例分析，说明了隐喻语言存在的广泛性及其功用。展开更多
In the past few years, the notion of task complexity has been receiving substantial attention in the field of second language acquisition. This paper explores task complexity from the cognitive perspective by analyzin...In the past few years, the notion of task complexity has been receiving substantial attention in the field of second language acquisition. This paper explores task complexity from the cognitive perspective by analyzing two studies with Skehan＇s limited capacity hypothesis and Robinson＇s cognition hypothesis. The two studies, namely You-Jin Kim＇s （2012） and Mirdamadi and Jong （2015）, explore on how linguistic complexity affects language performance. Two hypotheses, Skehan＇s limited capacity hypothesis and Robinson＇s cognition hypothesis, explain the two studies from the cognitive perspective by predicting either that increasing task complexity reduces a pool of attentional capacity during task performance or that increasing complex tasks promotes greater accuracy and complexity of speech and writing. It is suggested that language teaching, syllabus designing in particular, should be based on the basis of task complexity.展开更多
文摘In the past few years, the notion of task complexity has been receiving substantial attention in the field of second language acquisition. This paper explores task complexity from the cognitive perspective by analyzing two studies with Skehan＇s limited capacity hypothesis and Robinson＇s cognition hypothesis. The two studies, namely You-Jin Kim＇s （2012） and Mirdamadi and Jong （2015）, explore on how linguistic complexity affects language performance. Two hypotheses, Skehan＇s limited capacity hypothesis and Robinson＇s cognition hypothesis, explain the two studies from the cognitive perspective by predicting either that increasing task complexity reduces a pool of attentional capacity during task performance or that increasing complex tasks promotes greater accuracy and complexity of speech and writing. It is suggested that language teaching, syllabus designing in particular, should be based on the basis of task complexity.
