入场理论视域下英语复句认知及其教学研究

发布时间：2017-12-26 21:03

  本文关键词：入场理论视域下英语复句认知及其教学研究　出处：《上海师范大学》2017年博士论文　论文类型：学位论文

  更多相关文章： 入场理论 英语复句 认知 教学

【摘要】：本研究以体验哲学和人本主义为指导思想,以入场理论为理论框架,综合运用文献研究法、内省法、基于语料库研究方法等,探究英语复句认知及其教学,旨在架构英语复句入场理论体系,揭示英语复句的认知机制和认知路径,实现认知语法与教学语法整合,帮助中国英语学习者、尤其高中生深刻理解、快捷学得和准确运用英语复句构式。本研究以三个研究问题为逻辑主线:(1)什么是英语复句入场理论?(2)名词性分句、关系分句和状语分句复句如何入场?(3)教师如何基于入场进行英语复句认知教学?主要研究成果包括:第一,架构英语复句入场理论。英语复句入场理论是通过从属连词入场元素,描述、识解射体和陆标组构,来勾画复杂言语事件。入场理论是基于名词短语和定式小句入场研究发展完善起来的,揭示言语参与者对事物或言语事件感知、体验和表征的一般规律。本研究将其拓展到英语复句层面,认为,一定式小句通过从属连词入场元素转为陆标,为另一定式小句言语事件、即射体的发生提供认知参照,勾画有物理或心理关系的复杂言语事件,揭示言语参与者对复杂言语事件体验、感知和表征的一般规律。第二,揭示英语复句入场认知工作机制。在认知场景中,从属连词入场元素将处于不对称的射体和陆标连接起来,并将其凸显在注意台上,而将自身置于注意台外的射体和陆标关系的基底中;射体通过从属连词入场元素,对陆标实现由强到弱越控,使其成为一嵌入成分、限制成分、非限制附加成分和相对独立修饰成分,陆标的相对独立性由弱到强;言语参与者在注意台下,借助从属连词入场元素,在言语行为域内,通过彼此互动和语义协商,将其注意力指向注意台上的射体和陆标。整个言语情境各要素彼此相互作用、相互影响,最终实现对复杂言语事件的勾画,具有依存性、层级性、协同性和统整性的特征。第三,实现认知语法和教学语法的整合。基于入场的英语复句理据性和体验性教学及其教学原则遵循复句认知、学得和运用的内在客观规律。在教师、学习者和“言者”的互动过程中,学习者感知和体验名词性、关系、状语分句复句组构机理和理据,形成复杂言语事件意象图式,对其进行概念化,实现对复杂言语事件的认知控制,并整合到已有概念体系中。本研究主要创新点包括:第一,架构了英语复句入场理论。用入场理论探究英语复句入场及其认知路径,揭示英语复句认知工作机制,丰富和发展原入场理论及其研究视域。第二,提出了英语复句入场连续统概念。在英语复句认知场景中,一端是名词性分句复句入场,另一端是状语分句复句入场,陆标相对独立性由弱到强,射体对陆标越控由强到弱。第三,构建了英语复句入场体系。梳理各类分句复句入场、入场过程、入场路径、入场元素、入场策略,构建英语复句入场体系,揭示了复杂言语事件和认知场景相互作用对各类分句复句的语义和形式的影响。第四,实现认知语法和教学语法的整合。英语复句入场吸收教学语法中句法结构分析优点,较好地解决了复杂言语事件如何在句法构造上反映问题,开启了英语复句教学研究一个新视域。第五,统一识解英语复句学得和习得路径。英语复句入场理论为探讨英语复句教学和习得提供统一理论框架和识解,体现了认知语言学的两大承诺:“普遍性承诺和认知承诺”的基本理念。第六,为英语复句教学注入活力。基于入场的英语复句理据性和体验性教学使英语复句学得和习得变得富有理据性、趣味性、体验性,有助于中国英语学习者,尤其高中生快捷理解和灵活运用各类英语复句构式。本研究还存在一些不足,英语复句入场理论需要经过实证或实验的证明、跨语言佐证以及英语复句教学实践的进一步检验。
[Abstract]:Based on the experience of philosophy and humanism as the guiding ideology, to enter theory as the theoretical framework, the integrated use of literature research method, method of introspection, corpus based research methods, explore the cognitive and teaching of English sentence, the purpose of English sentence admission theory, cognitive mechanisms and the implementation path of English sentences, grammar and cognition the integration of teaching grammar, Chinese help English learners, especially high school students understand, learn fast and accurate use of English sentence constructions. In this study, three research questions: (1) what logic is English sentence admission theory? (2) noun clause, relative clause and adverbial clause sentence to the admission? (3) how teachers enter the complex sentences in English teaching based on cognitive? The main results are as follows: first, the construction of English sentence entry theory. English sentence theory by subordinating conjunctions admission admission elements, description, construal trajector and landmark structure, to outline a complex speech event. Admission theory is based on the research and development of noun phrase and fixed clause, and reveals the general rule of speech participants' perception, experience and representation of things or speech events. This study will extend to the English complex sentence level, that a certain type of clause by subordinating conjunctions into elements of admission to another landmark, some small events, namely word trajector provide the cognitive reference, complex speech events physical or psychological relationship outline, reveal the general law of complex speech participants in speech event experience perception and representation. Second, it reveals the cognitive work mechanism of English complex sentences. In the cognitive scene, conjunctions admission elements will trajector and landmark in the asymmetric link, and the highlights in the note on the stage, and the base itself on attention Taiwan outside of the trajector and landmark relationship; emitter through subordinators admission elements, to achieve a more control from strong to weak. The embedded component, limiting components, non restrictive modifiers and additional components are relatively independent, relatively independent from the landmark; participants in a speech that, by means of subordinators admission elements, in the speech act domain, through mutual interaction and semantic negotiation, its attention to pay attention on the trajector and landmark. The elements of the whole language situation interact with each other and interact with each other, and ultimately achieve the delineation of complex speech events, which are characterized by dependency, hierarchy, synergy and integrity. Third, the realization of the integration of cognitive grammar and teaching grammar. The physical and experiential teaching of English complex sentences based on admission and their teaching principles follow the intrinsic objective laws of complex sentence cognition, learning and application. In the process of interaction between teachers and students and the "speaker" in learners' perception and experience, the relationship between noun adverbial clause, sentence structure and motivation mechanism, the formation of complex speech event image schema, the concept, to achieve control of complex speech events cognition, and integrated into the existing concept system. The main innovations of this study include: first, the introduction of English complex sentence admission theory. The entry theory is used to explore the admission and cognitive path of English complex sentences, to reveal the cognitive work mechanism of English complex sentences, to enrich and develop the theory of original admission and the field of research. Second, the concept of continuity of English complex sentences into the field is put forward. In English sentence cognitive scene, one end is the noun clause sentence adverbial clause of admission, the other end is relatively independent from the complex admission, landmark, trajector landmark of the control from strong to weak. Third, the system of admission of English complex sentences is constructed. Combing the entry, admission process, admission path, admission elements and admission strategies of all kinds of clauses and sentences, we set up the entry system of English complex sentences, revealing the influence of interaction between complex speech events and cognitive scenes on the semantics and forms of all kinds of clauses and complex sentences. Fourth, the realization of the integration of cognitive grammar and teaching grammar. The entry of English complex sentences, the advantages of syntactic structure analysis in teaching grammar, better solve the problem of how complex speech events reflect the syntactic structure, and open a new perspective in the teaching of English complex sentences. Fifth, unified understanding of English complex sentences and the path of acquisition. The entry theory of English complex sentences provides a unified theoretical framework and construal for exploring the teaching and acquisition of English complex sentences, which embodies the two major commitments of cognitive linguistics: the basic idea of "universal commitment and cognitive commitment". Sixth, inject vitality into the teaching of English compound sentences. Based on the motivation and experiential teaching of English complex sentences, the learning and acquisition of English complex sentences become more motivated, interesting and experiential. It helps Chinese EFL learners, especially senior high school students, to understand and flexibly use all kinds of English complex sentence constructions. There are still some shortcomings in this study. The entry theory of English complex sentences needs empirical or experimental proof, cross language support and further teaching practice of English complex sentences.
【学位授予单位】：上海师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G633.41
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本文编号：1338826