| 英语短语动词认知教学实证研究——以“V+P+P”构式为例 |
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| 引用本文： | 李瑛,肖谧,余娜.英语短语动词认知教学实证研究——以“V+P+P”构式为例[J].西华大学学报(哲学社会科学版),2018,37(3):108-113. |
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| 作者姓名： | 李瑛 肖谧 余娜 |
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| 作者单位： | 1.西华大学外国语学院 四川成都 610039 |
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| 摘 要： | 文章旨在对英语短语动词“V+P+P”构式进行教学实证研究。实验对象为大学英语专业一年级学生，分为实验组和控制组两组，分别采用认知教学法和传统教学法进行教学。研究结果发现:(1)被试学习“V+P+P”构式的难度大于“V+P”构式，主要原因是前者的加工过程更复杂，使用频率更低；(2)在教授“V+P+P”构式时，认知教学法比传统教学法更好，主要原因在于前者为短语动词的意义解释提供了认知理据。
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| 关 键 词： | 认知语言学 “V+P+P”构式 教学实证 |
| 收稿时间： | 2018-03-05 |
An Experimental Study of English Phrasal Verbs Teaching from the Cognitive Perspective:Based on the "V+P+P" Construction |
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| LI Ying,XIAO Mi,YU Na.An Experimental Study of English Phrasal Verbs Teaching from the Cognitive Perspective:Based on the "V+P+P" Construction[J].Journal of Xihua University:Philosophy & Social Sciences,2018,37(3):108-113. |
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| Authors: | LI Ying XIAO Mi YU Na |
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| Affiliation: | 1.School of Foreign Languages, Xihua University, Chengdu, Sichuan, 610039, China |
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| Abstract: | This thesis aims at making an experimental study of English phrasal verbs, i.e., "V+P+P" construction. The subjects are first year English majors. They are divided into two groups: experimental and controlled groups, to which the cognitive linguistic approach and the traditional teaching method are applied respectively. The findings are: (1) Compared with the "V+P" construction, the "V+P+P" construction is more difficult to learn, the reason for which is the latter is more complicated in processing and used not so frequently. (2) The cognitive linguistic approach is more effective than the traditional teaching method in teaching the "V+P+P" construction, the reason for which is the former can give cognitive motivations for the interpretation of English phrasal verbs. |
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