發(fā)布時間：2017-12-26 21:03

  本文關(guān)鍵詞：入場理論視域下英語復句認知及其教學研究　出處：《上海師范大學》2017年博士論文　論文類型：學位論文

  更多相關(guān)文章： 入場理論 英語復句 認知 教學

【摘要】：本研究以體驗哲學和人本主義為指導思想,以入場理論為理論框架,綜合運用文獻研究法、內(nèi)省法、基于語料庫研究方法等,探究英語復句認知及其教學,旨在架構(gòu)英語復句入場理論體系,揭示英語復句的認知機制和認知路徑,實現(xiàn)認知語法與教學語法整合,幫助中國英語學習者、尤其高中生深刻理解、快捷學得和準確運用英語復句構(gòu)式。本研究以三個研究問題為邏輯主線:(1)什么是英語復句入場理論?(2)名詞性分句、關(guān)系分句和狀語分句復句如何入場?(3)教師如何基于入場進行英語復句認知教學?主要研究成果包括:第一,架構(gòu)英語復句入場理論。英語復句入場理論是通過從屬連詞入場元素,描述、識解射體和陸標組構(gòu),來勾畫復雜言語事件。入場理論是基于名詞短語和定式小句入場研究發(fā)展完善起來的,揭示言語參與者對事物或言語事件感知、體驗和表征的一般規(guī)律。本研究將其拓展到英語復句層面,認為,一定式小句通過從屬連詞入場元素轉(zhuǎn)為陸標,為另一定式小句言語事件、即射體的發(fā)生提供認知參照,勾畫有物理或心理關(guān)系的復雜言語事件,揭示言語參與者對復雜言語事件體驗、感知和表征的一般規(guī)律。第二,揭示英語復句入場認知工作機制。在認知場景中,從屬連詞入場元素將處于不對稱的射體和陸標連接起來,并將其凸顯在注意臺上,而將自身置于注意臺外的射體和陸標關(guān)系的基底中;射體通過從屬連詞入場元素,對陸標實現(xiàn)由強到弱越控,使其成為一嵌入成分、限制成分、非限制附加成分和相對獨立修飾成分,陸標的相對獨立性由弱到強;言語參與者在注意臺下,借助從屬連詞入場元素,在言語行為域內(nèi),通過彼此互動和語義協(xié)商,將其注意力指向注意臺上的射體和陸標。整個言語情境各要素彼此相互作用、相互影響,最終實現(xiàn)對復雜言語事件的勾畫,具有依存性、層級性、協(xié)同性和統(tǒng)整性的特征。第三,實現(xiàn)認知語法和教學語法的整合。基于入場的英語復句理據(jù)性和體驗性教學及其教學原則遵循復句認知、學得和運用的內(nèi)在客觀規(guī)律。在教師、學習者和“言者”的互動過程中,學習者感知和體驗名詞性、關(guān)系、狀語分句復句組構(gòu)機理和理據(jù),形成復雜言語事件意象圖式,對其進行概念化,實現(xiàn)對復雜言語事件的認知控制,并整合到已有概念體系中。本研究主要創(chuàng)新點包括:第一,架構(gòu)了英語復句入場理論。用入場理論探究英語復句入場及其認知路徑,揭示英語復句認知工作機制,豐富和發(fā)展原入場理論及其研究視域。第二,提出了英語復句入場連續(xù)統(tǒng)概念。在英語復句認知場景中,一端是名詞性分句復句入場,另一端是狀語分句復句入場,陸標相對獨立性由弱到強,射體對陸標越控由強到弱。第三,構(gòu)建了英語復句入場體系。梳理各類分句復句入場、入場過程、入場路徑、入場元素、入場策略,構(gòu)建英語復句入場體系,揭示了復雜言語事件和認知場景相互作用對各類分句復句的語義和形式的影響。第四,實現(xiàn)認知語法和教學語法的整合。英語復句入場吸收教學語法中句法結(jié)構(gòu)分析優(yōu)點,較好地解決了復雜言語事件如何在句法構(gòu)造上反映問題,開啟了英語復句教學研究一個新視域。第五,統(tǒng)一識解英語復句學得和習得路徑。英語復句入場理論為探討英語復句教學和習得提供統(tǒng)一理論框架和識解,體現(xiàn)了認知語言學的兩大承諾:“普遍性承諾和認知承諾”的基本理念。第六,為英語復句教學注入活力。基于入場的英語復句理據(jù)性和體驗性教學使英語復句學得和習得變得富有理據(jù)性、趣味性、體驗性,有助于中國英語學習者,尤其高中生快捷理解和靈活運用各類英語復句構(gòu)式。本研究還存在一些不足,英語復句入場理論需要經(jīng)過實證或?qū)嶒灥淖C明、跨語言佐證以及英語復句教學實踐的進一步檢驗。
[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.
【學位授予單位】：上海師范大學
【學位級別】：博士
【學位授予年份】：2017
【分類號】：G633.41
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本文編號：1338826