Cognitive linguistics-inspired language instruction

IF 4 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jie Qin, Dilin Liu, Lei Lei
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引用次数: 0

Abstract

Second language acquisition (SLA) or second/foreign language teaching has been influenced to various degrees by key linguistic theories, including structural linguistics (Bloomfield, 1933; Saussure, 1959), generative linguistics (Chomsky, 1957, 1965), systemic functional linguistics (Halliday, 1973), and, more recently, contemporary Cognitive Linguistics (CL; Goldberg, 1995; Lakoff, 1987, 1993; Langacker, 1987, 1991; Talmy, 1988, 2000), a theory composed of several related linguistic approaches often viewed as a response or complement to generative linguistics. While structural linguistics, generative linguistics, and systemic functional linguistics have each provided a theoretical impetus for one or more of the prominent language teaching methods or approaches over the past century (such as the Audiolingual method, the Natural method, and the Communicative Language Teaching method), CL, as a newcomer, has begun to exert a growing influence since the early 1990s. Given that the purpose of this research timeline article is to present a historical overview of the key thoughts and studies on CL-inspired approaches to instructed second language acquisition (ISLA),1 a brief discussion of CL's main differences from the other linguistic theories and its key theoretical tenets is in order.

认知语言学启发的语言教学
第二语言习得(SLA)或第二语言/外语教学在不同程度上受到主要语言学理论的影响,包括结构语言学(布卢姆菲尔德,1933 年;索绪尔,1959 年)、生成语言学(乔姆斯基,1957 年,1965 年)、系统功能语言学(哈利迪,1973 年)以及最近的当代认知语言学(CL.Goldberg,1995 年;拉科夫,1987 年,1993 年;兰加克,1987 年,1991 年;塔尔米,1988 年,2000 年);CL由几种相关的语言学方法组成,通常被视为对生成语言学的回应或补充。在过去的一个世纪里,结构语言学、生成语言学和系统功能语言学各自为一种或多种著名的语言教学方法或方法(如听力语言教学法、自然教学法和交际语言教学法)提供了理论动力,而 CL 作为新来者,自 20 世纪 90 年代初以来开始发挥越来越大的影响。鉴于本研究年表文章的目的是对受CL启发的第二语言习得指导法(ISLA)1 的主要思想和研究进行历史性概述,因此有必要简要讨论一下CL与其他语言学理论的主要区别及其主要理论信条。
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来源期刊
Language Teaching
Language Teaching Multiple-
CiteScore
7.10
自引率
2.80%
发文量
46
期刊介绍: Language Teaching is the essential research resource for language professionals providing a rich and expert overview of research in the field of second-language teaching and learning. It offers critical survey articles of recent research on specific topics, second and foreign languages and countries, and invites original research articles reporting on replication studies and meta-analyses. The journal also includes regional surveys of outstanding doctoral dissertations, topic-based research timelines, theme-based research agendas, recent plenary conference speeches, and research-in-progress reports. A thorough peer-reviewing procedure applies to both the commissioned and the unsolicited articles.
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