非一致性l2 / c2教学法在高等教育中的认知实施。在西班牙进行第二语言概念隐喻的英语文学教学

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH
Odisea Pub Date : 2020-12-30 DOI:10.25115/odisea.v0i21.4128
Juani Guerra
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引用次数: 0

摘要

活动知识是指生物体在特定环境中活动时获得的知识。第一次激活任何实验文学文本在第一语言/文化L1/C1环境中是一个尴尬的认知任务,但在L2/C2教学/学习环境中,它构成了一个真正的认知难题。这种复杂的社会认知情境是在语言作为人类社会文化情境的中心方面的观点中形成的。从认知即行动的一般观点来看,在本文中,我们关注的是组织一种方法,以促进这种具有挑战性的教学/学习情况:在大加那利岛(西班牙)的高等教育中,第二语言实验英语文学文本的文化特定的第一语言西班牙语学习过程。本文所描述的案例研究探讨了西班牙本科生在阅读17世纪或20世纪启蒙运动、现代主义和后现代主义英语文本的任务中,理解英国实验作家思维方式的跨语言和跨文化条件。到目前为止,西班牙语的相关学术实践大多依靠单向管道和传递隐喻,从而打破了原文的概念、语言和文化组织,进而巧妙地打破了普通英语语言的组织,增强了读者对其他生活思想和经验的感知。认知诗学及其更为动态的延伸——生命诗学似乎是一个真实的方法论框架,用于统一阅读来自不同文化、时代和体裁的文本。此外,在认知科学最先进的横向框架中,认知语义学恢复了17世纪与人类感知改变的思想、语言和文化相关的基础研究。本文首先从概念隐喻的意义动态和世界结构知识的对比角度出发,寻找L1/C1西班牙语学生对这些创新的L2/C2英语文本的文化差异的一致初次沉浸。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
COGNITIVE IMPLEMENTATION OF INCONGRUENT L2/C2 PEDAGOGIES IN TERTIARY EDUCATION. TEACHING ENGLISH LITERATURE TO SPANISH UNDERGRADUATE STUDENTS IN SPAIN HOSTING L2 CONCEPTUAL METAPHORS
Enactive knowledge is knowledge acquired when an organism acts in an environment. Enactivating for the first time any experimental literary text is an awkward cognitive task in a first language/culture L1/C1 environment, but situated in a L2/C2 teaching/learning context it constitutes a real cognitive Gordian knot. This complex sociocognitive situation is framed in a view of language as a central aspect of human socio-cultural situatedness. From a general view of cognition as action, in this paper we are concerned with the organization of a method that facilitates this challenging teaching/learning situation:  a culture-specific L1 Spanish learning process of a L2 experimental English literary text in Tertiary Education in Gran Canaria (Spain). The case study described here explores the crosslinguistic and crosscultural conditions in which Spanish undergraduates understand the way English experimental writers think, during tasks of reading 17th or 20th c. English texts from the Enlightenment, Modernism, and Postmodernism. So far, related Spanish academic practices have mostly relied on unidirectional conduit and transmission metaphors, thus breaking the conceptual, linguistic, and cultural organization of original texts that further artfully break the organization of ordinary English language to enhance the reader’s perception of other living minds and experiences. Both Cognitive Poetics and its more dynamicist extension Biopoetics seem to be a true-to-life methodological framework for a unifying reading of texts from different cultures, times and genres. Moreover, Cognitive Semantics resumes 17th c. foundational inquiries related to thought, language and culture, as altered by human perception, in the most advanced transversal framework of Cognitive Sciences. This paper is initially framed within a contrastive Conceptual Metaphor dynamics of meaning and knowledge of the World constructions in search of a congruent first immersion by L1/C1 Spanish students into the cultural differences of these innovative  L2/C2 English texts. 
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