认知语言学在英语词汇与句式教学上的应用综述(3)

菜单

3.1.2 Cognitive Linguistics’ views on word’s meaning and usage 8

3.2 Application of cognitive linguistic in Vocabulary Teaching 9

3.2.1 Word network: hyponymy and schematicity 9

3.2.2 Embodiment 11

3.2.3 Iconicity 11

3.2.4 Knowledge type and encyclopaedic meaning 12

4. Study and Application of Cognitive Linguistics in English Sentence Pattern Teaching 13

4.1The significance of sentence pattern teaching 13

4.2Construction—the basic element of sentences 13

4.2.1 The definition of construction 13

4.2.2 Why English learners should learn construction 14

4.3 Application of CL in English sentence patterns teaching 15

4.3.1 Introduction 15

4.3.2 Teaching filled constructions: idioms 15

4.3.3. Teaching partially filled constructions: lexis and morphemes 16

4.3.4 Teaching unfilled constructions 17

4.3.5 Tips for more advanced students: lexis, meaning and conceptualization 18

4.4 Conclusion 19

5. Combination of Vocabulary and Sentence Pattern Teaching 19

5.1Theory basis—image schema and usage-based linguistics 19

5.2 Specific methods in English teaching 20

6. Conclusion 21

6.1 Advantages of Cognitive Linguistics 21

6.2 Inadequacy of Cognitive Linguistics 22

References 22

1.Introduction

With the development of globalization, English has been a worldwide speared language. Especially in 21st century, English has become more and more important both in students’ study career and in their further personal development in China. However, nowadays, most teachers still teach English in traditional ways such as translation method and the audiolingual method, which separate English vocabulary and sentence teaching from the language context and students’ learning psychology. This has caused a lot of problems for students to learn English. There must be some reformations in English teaching. Therefore, Cognitive Linguistics theory as a new type of English teaching idea has been more and more popular in English teaching field. And it has been proved to be a useful theory to develop students’ language learning ability.

The review will be developed from three parts: the previous studies – including definition, categories and characters of Cognitive Linguistics; the theoretical support – the influence of Cognitive Linguistics make on English vocabulary and sentence pattern learning; as well as conclusion – tendency, existing problems and breakthrough.

1.1 Research Background

There are twelve concepts in Cognitive Linguistics (CL). They are cognitive grammar, grammatical construal, radial network, prototype theory, schematic network, conceptual metaphor, image schema, metonymy, mental space, frame semantics, construction grammar and usage-based linguistics. Cognitive Linguistics emerged largely from dissatisfactions with the limitation of formal linguistics and generative linguistics in particular. These dissatisfaction did not, of course, relate to the second language problem of applicability, for this was never an interest within the discipline. The issue was with the assumption of the generative enterprise itself.