認知理論對英語語法和詞匯教學的啟示.pdf

1、上海大學碩士學位論文認知理論對英語語法和詞匯教學的啟示姓名：趙艷萍申請學位級別：碩士專業(yè)：外國語言學及應用語言學指導教師：謝之君20040501AbstractAsisknowntoall，wheneveranewlinguistictheorycomesintobeing，itwillbesoonappliedinthepracticeoflanguageteachingItisjUStlike“structuralism，which

2、putssubstitutiondrillsintofashion；andtherecognitionoflanguageusageofChomskywhichacceleratesthefunctionalteachingmethod”(ZhaoYanfang，2001，P192)Therefore，wecandeducethat：BeinganewlyestablishedlinguisticbranchinChina，cognit

3、ivelinguisticswillalsohaveanimpactonEnglishteachingThisthesisattemptstodiscusstheissuesofEnglishteachingfromtheperspectiveofcognitivelinguisticstheoriesHere，EnglishteachingreferstotheteachingofEnglishgrammarandvocabulary

4、Inthisthesis，inspirationsofcognitivetheoriestotheabovetwoteachingprocessesareamplydiscussed，thusprovidingafairlynewanglefortheEnglishgrammarandvocabularyteachinginChinaThisthesisfirstlygivesageneralpictureofthecloserelat

5、ionshipbetweencognitivelinguisticsandEnglishteachingaftergivingallintroductiontothedefinitionofcognition，cognitivescienceandcognitivelinguisticsThentheauthorattachesmuchimportancetothedetailanalysisoftheinspirations，whic

6、htherelativecognitivetheories，suchasthetheoryofcognitiveschema，figureground，prototypecategories，basiclevelcategoryprototypeandmetaphorhavegottotheteachingofEnglishgrammarandEnglishvocabularyThisisthemainbodyofthisthesisW

7、iththehelpoftheinspirationthatcognitivelinguisticshasgottoEnglishgrammarandvocabularyteaching，suchconclusionscanbedrawn：AcloserelationshipdoesexistbetweencognitivelinguisticsandEnglishgrammarandvocabularyteaching；therefo

8、re，asfortheEnglishgranmlarandvocabularyteachinginChina，factorsofcognitionshouldbeseriouslytakenintoaccount；inthissense，itisadvisableandnecessarythattheabovetwoteachingprocessesshouldbecarriedoutfromtheperspectiveofcognit