《语言学习认知法》(A Cognitive Approach to Language Learning)是牛津大学出版社1998年推出的应用语言学丛书之一,是一部从认知过程的角度论述第二语言习得的专著.作者Peter Skehan教授长期从事第二语言学习者心理特征和个体差异的研...《语言学习认知法》(A Cognitive Approach to Language Learning)是牛津大学出版社1998年推出的应用语言学丛书之一,是一部从认知过程的角度论述第二语言习得的专著.作者Peter Skehan教授长期从事第二语言学习者心理特征和个体差异的研究,发表过多篇学术文章,并著有Individual Differences in Second Languae Learning一书(1989).展开更多
This paper discusses the theoretical and practical guidance of cognitive linguistics in the college students＇ English learning. It mainly deals with the English listening on the basis of metcognition, the practice of...This paper discusses the theoretical and practical guidance of cognitive linguistics in the college students＇ English learning. It mainly deals with the English listening on the basis of metcognition, the practice of cognitive linguistics in oral English learning, the practice of cognitive linguistics in English reading, the learning strategy of English writing on the basis of cognitive linguistics and the practice of cognitive linguistics in English translation. The paper draws the conclusion that in any aspects of English learning, i.e. listening, speaking, reading, writing and translating, cognitive linguistics could be practiced. When cognitive linguistics is applied in English learning, the learners can break through the bottlenecks of college English study.展开更多
Metacognition has been quite a buzzword in recent research on language learning, in particular second language learning. As a concept originally coined in the field of psychology, metacognition has been extensively di...Metacognition has been quite a buzzword in recent research on language learning, in particular second language learning. As a concept originally coined in the field of psychology, metacognition has been extensively discussed in second language acquistion field, because increasingly more researchers point to the significant role learners＇ metacognition plays in their language learning. However, as a psychological concept, many teachers feel metacognition is a rather elusive concept for them to concretize in everyday pedagogy. To shed light on classroom teaching, this paper deciphers this concept to our language teachers. It mainly focuses on the constructs of metacognition, the development of this concept in language learning area, and the practice of implementing metacognitive instruction in language classrooms.展开更多
Cognitive linguistics is one of the modem linguistics schools, and two of its prominent theorists are Lakoff and Langacker. They believe that unlike what Chomsky and his advocates believe the basis of linguistics stud...Cognitive linguistics is one of the modem linguistics schools, and two of its prominent theorists are Lakoff and Langacker. They believe that unlike what Chomsky and his advocates believe the basis of linguistics studies must be meaning and the cognitive faculty of human beings must be considered in this kind of study. One of the hypotheses of cognitive linguistics in Langacker＇s words is that semantics is conceptualization. Conceptualization is an expression which Langacker has used and it is derived from Saussure＇s view of language. One of the evidences that cognitive linguists put forward to proving the hypothesis is the conceptual theory of metaphor which this paper is about.展开更多
Cognitive linguistics is a new approach to language study, which can offer better explanation for language phenomena, and provide more theoretical instructions for English learning. In recent years, the prototype theo...Cognitive linguistics is a new approach to language study, which can offer better explanation for language phenomena, and provide more theoretical instructions for English learning. In recent years, the prototype theory, as the cornerstone of cognitive linguistics, has been employed in different research fields, such as phonology, syntax, semantics, English teaching, etc..This thesis attempts to review and discuss the researches done so far on semantics and categorization based on a cognitive theory -- the prototype theory.展开更多
Metacognitive strategy, as one of the branches of learning strategy, can help students to consciously plan, monitor and evaluate their language learning, thus facilitate it. As a matter of fact, listeuing has long bee...Metacognitive strategy, as one of the branches of learning strategy, can help students to consciously plan, monitor and evaluate their language learning, thus facilitate it. As a matter of fact, listeuing has long been regarded as an important linguistic skill to be developed in college English teaching. However, there are still some misunderstandings which exist among teachers and students. With the development of second language acquisition and listening comprehension, it becomes clear that listening is an active process in which the listener negotiates meanings in a conscious way. Therefore, if teachers can train students in metacognitive strategies in college English listening teaching, students can consciously plan, monitor and evaluate the entire listening process and become an active listener, thus improve their listening proficiency.展开更多
We live in an age of changes. And these changes in science, technology, economy, political systems, and immigration patterns, especially the emergence of Internet, have created a world in which we increasingly interac...We live in an age of changes. And these changes in science, technology, economy, political systems, and immigration patterns, especially the emergence of Internet, have created a world in which we increasingly interact with people from different cultures. The levels of students＇ cultural awareness toward the target language （English） have a profound influence on the foreign language teaching （English） practice and performance. Obviously linguistic knowledge alone is not enough to secure successful interactions with native speakers in cross cultural communications. Cultural mistakes are worse than linguistic ones because they tend to cause misjudgments, or ill feelings between native and foreign speakers. Therefore, this paper mainly discusses the relationship between culture and language, explaining cultural awareness, providing some principles of cultural knowledge teaching and some techniques to develop students＇ cultural awareness through foreign language （English） teaching in high schools.展开更多
文摘《语言学习认知法》(A Cognitive Approach to Language Learning)是牛津大学出版社1998年推出的应用语言学丛书之一,是一部从认知过程的角度论述第二语言习得的专著.作者Peter Skehan教授长期从事第二语言学习者心理特征和个体差异的研究,发表过多篇学术文章,并著有Individual Differences in Second Languae Learning一书(1989).
文摘This paper discusses the theoretical and practical guidance of cognitive linguistics in the college students＇ English learning. It mainly deals with the English listening on the basis of metcognition, the practice of cognitive linguistics in oral English learning, the practice of cognitive linguistics in English reading, the learning strategy of English writing on the basis of cognitive linguistics and the practice of cognitive linguistics in English translation. The paper draws the conclusion that in any aspects of English learning, i.e. listening, speaking, reading, writing and translating, cognitive linguistics could be practiced. When cognitive linguistics is applied in English learning, the learners can break through the bottlenecks of college English study.
文摘Metacognition has been quite a buzzword in recent research on language learning, in particular second language learning. As a concept originally coined in the field of psychology, metacognition has been extensively discussed in second language acquistion field, because increasingly more researchers point to the significant role learners＇ metacognition plays in their language learning. However, as a psychological concept, many teachers feel metacognition is a rather elusive concept for them to concretize in everyday pedagogy. To shed light on classroom teaching, this paper deciphers this concept to our language teachers. It mainly focuses on the constructs of metacognition, the development of this concept in language learning area, and the practice of implementing metacognitive instruction in language classrooms.
文摘Cognitive linguistics is one of the modem linguistics schools, and two of its prominent theorists are Lakoff and Langacker. They believe that unlike what Chomsky and his advocates believe the basis of linguistics studies must be meaning and the cognitive faculty of human beings must be considered in this kind of study. One of the hypotheses of cognitive linguistics in Langacker＇s words is that semantics is conceptualization. Conceptualization is an expression which Langacker has used and it is derived from Saussure＇s view of language. One of the evidences that cognitive linguists put forward to proving the hypothesis is the conceptual theory of metaphor which this paper is about.
文摘Cognitive linguistics is a new approach to language study, which can offer better explanation for language phenomena, and provide more theoretical instructions for English learning. In recent years, the prototype theory, as the cornerstone of cognitive linguistics, has been employed in different research fields, such as phonology, syntax, semantics, English teaching, etc..This thesis attempts to review and discuss the researches done so far on semantics and categorization based on a cognitive theory -- the prototype theory.
文摘Metacognitive strategy, as one of the branches of learning strategy, can help students to consciously plan, monitor and evaluate their language learning, thus facilitate it. As a matter of fact, listeuing has long been regarded as an important linguistic skill to be developed in college English teaching. However, there are still some misunderstandings which exist among teachers and students. With the development of second language acquisition and listening comprehension, it becomes clear that listening is an active process in which the listener negotiates meanings in a conscious way. Therefore, if teachers can train students in metacognitive strategies in college English listening teaching, students can consciously plan, monitor and evaluate the entire listening process and become an active listener, thus improve their listening proficiency.
文摘We live in an age of changes. And these changes in science, technology, economy, political systems, and immigration patterns, especially the emergence of Internet, have created a world in which we increasingly interact with people from different cultures. The levels of students＇ cultural awareness toward the target language （English） have a profound influence on the foreign language teaching （English） practice and performance. Obviously linguistic knowledge alone is not enough to secure successful interactions with native speakers in cross cultural communications. Cultural mistakes are worse than linguistic ones because they tend to cause misjudgments, or ill feelings between native and foreign speakers. Therefore, this paper mainly discusses the relationship between culture and language, explaining cultural awareness, providing some principles of cultural knowledge teaching and some techniques to develop students＇ cultural awareness through foreign language （English） teaching in high schools.
