摘要
本文从以使用为基础的视角研究具有中等水平的成年外语学习者对一种具有不同概念的英语短语动词构式的习得。研究结论为:(1)即使没有采用明确的认知教学法,以使用为基础的外语学习者能对"V+down"构式的概念进行概括,与明确采用认知教学法的学习者没有显著性差异。(2)隐喻推理能力需要明确的认知教学指导。因此,我们认为,概念相关的一种短语动词的学习效果优于概念不相关的多种短语动词的学习效果。在教学中,尽量能把以使用为基础的、以解决问题为目的的主动加工过程与明确的认知教学法相结合。
This article is a study on English phrasal verbs learning of adult mid-level foreign language learners from a usage-based perspective.The findings are： 1） the learners can make a generalization of concepts on ＂V＋down＂ based on high frequency usage without applying the cognitive linguistic approach explicitly;2） metaphorical reasoning ability need to be improved by applying explicit cognitive linguistic approach.Therefore,we argue that one type of phrasal verbs with different concepts is easier to learn than different types of phrasal verbs at a time.The combination of the active and problem-solving process based on high frequency usage with the explicit cognitive linguistic approach is proposed during the teaching process.
出处
《西华大学学报（哲学社会科学版）》
2011年第3期109-114,共6页
Journal of Xihua University(Philosophy & Social Sciences)
基金
"基于语料库的英语短语动词认知概念结构及其教学的研究"的阶段性成果
四川外国语言文学研究中心和上海外语教育出版社的资助
项目编号为SCWYH10-16
