| 认知语法中两个理论假设对第二语言习得的启示 |
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| 引用本文： | 陶文好.认知语法中两个理论假设对第二语言习得的启示[J].宁波大学学报(人文科学版),2000,13(3):40-44. |
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| 作者姓名： | 陶文好 |
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| 作者单位： | 宁波大学,外语学院,浙江,宁波,315211 |
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| 摘 要： | 通过对认知语法的两个理论假设即"典型意又概念"和"意象层次概念"的简述，论述它们对第二语言习得的启示。典型意义概念认为，只有掌握了词汇的"典型意义"才能对外语的深层含义如隐喻意义进行认知。意象层次理论是从另外一个角度来说明典型意义的扩展和延伸的认知过程。所以无论在口语中还是在阅读中，词汇的典型意义才是口语表达是否流利的关键，也是对篇章理解是否有深度的关键。
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| 关 键 词： | 认知语法 第二语言习得 典型意义 意象层次 |
| 文章编号： | 1001-5124(2000)03-0040-05 |
| 修稿时间： | 1999年5月15日 |
Two Theoretical Assumptions of Cognitive Grammar and their Revelations on Second Language Acquisition |
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| TAO Wen-hao.Two Theoretical Assumptions of Cognitive Grammar and their Revelations on Second Language Acquisition[J].Journal of Ningbo University(Liberal Arts Edition),2000,13(3):40-44. |
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| Authors: | TAO Wen-hao |
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| Institution: | TAO Wen-hao |
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| Abstract: | Two theoretical assumptions of cognitive grammar are briefly introduced and their revelations on second language acquisition are elaborated in this paper. only when the Prototypical Meanings are grasped can the learner estabish the cognition of deep meanings. The Dimensions of Imagery elaborate the cognitive process of the extension of prototypical meanings which are the most decisive factors of fluency either in oral English or reading in that deep meanings are extended from the prototypical meanings. |
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| Keywords: | cognitive Grammar second language acquisition prototypical meanings dimensions of imagery |
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