顺应论视角下对认知交际法的分析研究

发布时间：2018-03-19 20:24

本文选题：顺应论　切入点：认知交际法　出处：《四川师范大学》2013年硕士论文　论文类型：学位论文

【摘要】：摘要国内外对教学法的研究由来已久,也取得了一些研究成果。社会在不断进步,教育者也在不断探索适合新时代发展要求的教学法。认知交际法正是顺应时代发展而提出来的。然而,在经过长时间的教学实践我们发现,认知交际法并不能够解决教学中出现的一些问题。本文尝试把顺应理论和认知交际法结合起来,运用顺应理论对认知交际法进行较为全面的分析和讨论,争取能找到更全面更完善的外语教学理论。顺应论是一种具有综观思想的语用学理论。维索尔伦认为应该从社会、认知、文化、交际等综合角度将语言现象与作为行为使用的语言联系起来。认知交际法既体现了认知的重要性,也体现了交际在教学中的地位,包含了语用思想。因此顺应论和认知交际法有着语用这一共同点。论文通过理论分析与实例研究将两者统一起来。顺应论能够解释认知交际法在教学中出现的一些问题,在此基础上,本论文提出一种具有较强解释力的教学理论——顺应语言学习理论,该理论认为教学是为学生的学习服务的,教学也是老师学习的一种方式；语言学习也应该从社会、认知、文化、交际、心理等综合方面来考虑；顺应语言学习更强调顺应个人学习风格,根据个人学习策略进行自我学习；语言学习是终身学习,语言不断地在更新,学习也必须随着时代的发展而前进。顺应语言学习理论不仅能弥补认知交际法的不足,能解释教学中存在的一些问题,并且适用性更强,运用更广泛。本文作者认为教学法是一种思想理论指导,教育者持有什么样的理论背景,在具体的教学中则会采取相应的教学措施。一种好的理论框架对于老师的实践,学生的成才非常重要。通过从顺应论角度对认知交际法的研究,可以弥补认知交际法的不足,变不利为有利,为中学英语教育事业开拓更广阔的前程。学术研究应该是海纳百川,鼓励有创新的研究。每一项新的研究都会经历相当长时间的完善与实践,作者希望本文能为以后的教学研究做铺垫。也坚信,顺应理论教学是一种大趋势,社会不需要教学单一体,而是教学综合体。
[Abstract]:The domestic and foreign research on the teaching method of long-standing, but also made some achievements. With the continuous development of society, educators are constantly exploring teaching method suitable for the requirements of the new era of development. Cognitive communicative approach is to adapt to the development of proposed. However, after a long time teaching practice we found that cognitive communication law can not solve some of the problems appeared in the teaching. This paper attempts to apply the adaptation theory and cognitive communicative approach combined with adaptation were analyzed and discussed comprehensively on the cognitive theory of communicative method, and strive to find more comprehensive foreign language teaching theory.
The adaptation theory is a kind of pragmatic thought theory. Weisl Len should consider the social, cognitive, cultural communication, comprehensive point of the language phenomenon associated with the use of language. It acts as a cognitive communicative approach not only embodies the importance of cognition, but also reflects the status of communication in teaching, including pragmatic thoughts. Therefore, adaptation theory and pragmatic cognitive communicative approach has this in common. This paper through theoretical analysis and case study of the combination between the two. Some problems of adaptation theory can explain the cognitive communicative approach in teaching appears, on this basis, this paper proposes a strong explanatory power of Adaptation Theory -- teaching language learning theory the theory that education is to serve students, a way of teaching is the teacher learning; language learning should also be from the social, cognitive, cultural, communication, psychology etc. To consider; conform to the language learning more emphasis on adaptation of individual learning styles, learning strategies based on individual self learning; language learning is a lifelong learning language, constantly updated, learning must also advance with the development of the times. With lack of language learning theory can not only make up the cognitive communicative approach, can explain some problems in teaching and, more applicable, more widely used.
The author thinks that teaching method is a kind of Ideological and theoretical guidance, educators hold the theoretical background of what, in the actual teaching will take corresponding teaching measures. A good theoretical framework for teacher's practice, the talent of the students is very important. Through the study of cognitive communicative approach from the perspective of adaptation theory, lack of you can make up for the cognitive communicative approach, change the adverse conditions and open up broader prospects for English education in middle school. The academic research should be encouraged to study all rivers run into sea, have innovation. Every new study will improve the experience and Practice for a long time, the author hopes that this paper will pave the way for future research and teaching also believe that the adaptation theory teaching is a big trend, society does not need one single teaching, but teaching complex.

【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H030

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