摘要
本文从认知语言学的定义入手,介绍了认知语言学从上世纪70年代中期直至现在的三个发展阶段及Langacker,Talmy,Lakoff等研究认知语言学的国际权威人物及其主要作品以及认知语言学的主要研究内容和领域。作者在论述原型与范畴、意象图式、概念隐喻、相似性和家族相似性等认知语言学理论研究内容和领域后重点结合翻译、词汇和阅读教学探讨这些研究理论和领域对外语教学的启示。认为外语教学必须注重学生外语学习风格的个体差异、学生自身的外语体验和学生外语学习的自主性。
This article firstly defines cognitive linguistics and then introduces the three stages of development in cognitive linguistic research. The author also introduces the main authorities of cognitive linguistics and their major works. Finally, he discusses the major research areas of cognitive linguistics and links these areas to the implications on EFL teaching. The author holds that prototype and categorization, image-schema, conceptual metaphor and iconicity are the major areas of cognitive linguistics. It is then suggested that EFL teachers should be aware of these research areas and try to link them to foreign language learners＇ individual learning styles, psychological empiricism and learning autonomy in the EFL teaching process.
出处
《广东外语外贸大学学报》
2010年第2期100-104,共5页
Journal of Guangdong University of Foreign Studies
关键词
认知语言学
发展阶段
研究内容
启示
cognitive linguistics
research area
implication on EFL teaching
