摘要
语言的构式观揭示了语言的整体性和体验性。语言构式是形式与功能或意义的结合体,既包含语义又包含语用信息,其本质是人类对在客观世界反复经验和体验到的事物事件、事件状态、结构、关系、及情景情境的抽象化、概念化的结果,其意义必须参照具有丰富百科知识的背景框架才能得以确切的理解和把握。这就要求语言构式教学结合学习者对所经历事物、事件的体验与理解,将词汇、句法、语篇及语义和语用教学进行有机整合。
Constructional view reveals the integrity and embodiment properties of language.Constructions are the form—meaning（function） correspondences with both semantic and pragmatic implications,as the production of the interaction between human cognition and the outside world,that is,human beings abstract and conceptualize things,situations,events,as well as their states,structures and relations,which are repeatedly experienced by human beings.A good command of them requires learner＇s knowledge of the outside world and related background,which calls for the integration of vocabulary,syntax,discourse,semantic and pragmatic teaching,taking into consideration learner＇s experience in the world.
出处
《西安外国语大学学报》
2010年第2期14-18,共5页
Journal of Xi’an International Studies University
基金
国家社科基金项目“英汉语构式的认知研究”(07BYY007)
湖南省教育厅科研项目“基于构式语法的英汉语法对比研究”(07C607)
湖南省高校教育改革研究项目“构式语法理论视角下的大学英语教学改革与实践研究”资助项目(湘教通(2009)321号-321)的研究成果之一
关键词
构式观
语言教学
经验和体验
constructional view
language teaching
experience and embodiment
