英语条件句及其在高中英语中的教学的认知研究

论文摘要

认知语言学认为,语言与认知密切相关。语法规则是现实规则通过认知在语言中的投影。任何语言中都有条件句,因为条件句表明人们在观察客观世界时,对于事物的行为之间的逻辑关系的认知。本文通过对英语条件句的研究,揭示了条件句与人的认知的联系,并对条件句在高中英语教学中的认知教学进行了探讨。本文将认知语言学的基本理论运用到条件句的研究中,探明了英语条件句的语义和形式之间的对应关系,发现了英语条件句的认知特点。通过对条件句的认知研究,本文指出条件概念形成于对客观世界中“条件事件”与“结果事件”关系的认知,对真实的“条件事件”与“结果事件”关系的认知形成真实的条件概念,对非真实的“条件事件”与“结果事件”关系的认知形成非真实的条件概念。条件概念通过条件句的语言形式得以表达。真实条件概念和非真实条件概念投射到语言上,便分别形成了真实条件句和非真实条件句。认知型教学指的是按照认知的规律实施教学。英语教学中的认知规律包括学生学习英语知识时的主观认知规律和英语知识本身所具有的客观认知规律。英语知识具体化为英语的形式知识、意义知识和用法知识。据此,认知型英语教学的最终目的就是教会学生按照认知的规律认知和掌握英语的形式知识、意义知识和用法知识。英语条件句的认知教学以意义为中心,探讨英语条件句的语义对其形式的生成的决定性作用,从而实现按照语言本身的认知规律来开展认知教学。在建构主义理论的指导下,学生按照自身的认知规律通过激活原有知识,比较,归纳条件句构建真实和非真实条件的概念。研究显示,认知型教学能有效地帮助学生加快对条件句的形式和意义的掌握,同时能有效提高学生综合运用条件句的能力。本文对英语条件句的认知特点及其在高中英语中的认知教学进行了研究,希望本研究能为类似语言现象及其教学的研究提供有益的借鉴。

论文目录

• Abstract
• 摘要
• Introduction
• 0.1 Background of the Research
• 0.2 Significance and Aims of the Study
• 0.3 Outline of the Thesis
• Chapter One Literature Review
• 1.1 Studies on the Conditional Sentence Abroad
• 1.1.1 The Psychological and Philosophical Approaches
• 1.1.2 The Pedagogic Grammar Approach
• 1.1.3 The Cognitive Approach
• 1.2 Studies on the Conditional Sentence at Home
• 1.3 Studies on the Teaching of the Conditional Sentence
• 1.4 Comments on the Previous Studies
• Chapter Two Theoretical Foundation
• 2.1 Cognitive View of Language
• 2.2 Constructivism
• Chapter Three A Cognitive Approach to the Conditional Sentence in English
• 3.1 The Concept of Condition
• 3.1.1 The Concept of Real Condition
• 3.1.2 The Concept of Unreal Condition
• 3.2 The Conditional Sentence in English
• 3.2.1 The Real Conditional Sentence in English
• 3.2.2 The Unreal Conditional Sentence in English
• Chapter Four A Cognitive Approach to the Teaching of the Conditional Sentence in Senior Middle Schools
• 4.1 A Cognitive Approach to English Teaching as well as Its Principles and Methods
• 4.1.1 A Cognitive Approach to English Teaching
• 4.1.2 Principles of a Cognitive Approach to English Teaching
• 4.1.3 Methods of a Cognitive Approach to English Teaching
• 4.2 A Cognitive Approach to the Teaching of the Conditional Sentence
• 4.2.1 A Cognitive Approach to the Teaching of the Form of the Conditional Sentence
• 4.2.2 A Cognitive Approach to the Teaching of the Meaning of the Conditional Sentence
• 4.2.3 A Cognitive Approach to the Teaching of the Use of the Conditional Sentence
• Chapter Five An Experiment on the Cognitive Approach to the Teaching of the Conditional Sentence in Senior Middle Schools
• 5.1 Purpose
• 5.2 Hypothesis
• 5.3 Subjects
• 5.4 Instruments
• 5.5 Procedures
• 5.6 Data Collection
• 5.7 Data Analysis
• 5.8 Results
• 5.9 Enlightenment of the Experiment on Teaching
• Conclusion
• Bibliography
• 附录
• Appendix 1
• Appendix 2
• Appendix 3
• Acknowledgements