摘要
本研究通过系统考察多模态教学法的核心理念与实践原则,揭示其与体认语言学存在理论契合与实践互补关系。研究表明,多模态教学法反映体认语言观,通过多模态协同机制实现语言习得从感知体验向意义建构的自然过渡,拓展体认语言学对体认多模态性的理论阐释维度,形成理论与实践双向滋养的良性循环。在AI数智化时代背景下,我们应进一步推动两者的深度融合,构建多模态体认教学法,通过“感官激活—认知整合—协作建构—创新产出”四维联动机制,重构语言教学的体认闭环系统,打造以学习者为中心、以认知能力培养为核心、以实际语言应用为归宿的动态系统,以更有效地提升学习者的语言认知效能与多模态交际能力。本研究为智能化时代的语言教学模式创新提供理论依据与实践路径。
This study offers a systematic analysis of the core concepts and practical principles of multimodal pedagogy,revealing its theoretical convergence and practical complementarity with embodied cognitive linguistics(ECL).The research demonstrates that multimodal pedagogy reflects the embodied view of language,facilitating a natural transition from perceptual experience to meaning construction in language acquisition through multimodal synergy mechanisms.It extends the theoretical dimension of embodied multimodality in cognitive linguistics,establishing a virtuous cycle of mutual enrichment between theory and practice.In the era of AI-powered digital intelligence,we should further promote the deep integration of these approaches to construct a multimodal embodied pedagogy.This framework operates through a fourdimensional synergistic mechanism of“sensory activation-cognitive integration-collaborative construction-innovative production”,reconstructing an embodied close-loop system for language teaching.The proposed approach ultimately seeks to construct learner-centered,cognitively-driven,and application-oriented language learning environments that maximize both linguistic processing efficacy and multimodal communicative competence.The study provides both theoretical rationale and practical guidance for innovating language teaching models in the intelligent age.
作者
赵秀凤
吴雨昕
ZHAO Xiufeng;WU Yuxin
出处
《中国外语》
北大核心
2025年第4期4-10,22,共8页
Foreign Languages in China
基金
教育部人文社科规划基金项目“多模态能源舆情话语的认知批评研究”(编号:21YJA740055)
北京市社会科学基金规划项目“多模态视域下中西能源话语比较研究”(编号:21YYB006)的阶段性成果。
关键词
多模态教学法
体认语言学
多模态体认教学
语言教学
multimodality
pedagogy
embodiedcognitive linguistics
multimodal embodied pedagogy
language teaching
