摘要
为解决外语“学而不会用”的困境,王初明教授先后提出“写长法”“读后续写”和“续”理论,这几种教学方法在克服外语学习者写作焦虑、提升写作主观能动性、培养文化素养等方面具有指导意义和学术价值,对国内外二语习得研究做出重要贡献。本文沿其思路,拟在适用范围、教学原则、过程实施和促学效果等方面做出点滴补充,以事件域体认模型为基础构建“体认写长法”,从体认视角为写长法提供理论支撑,通过体认写长法课程设计凸显其优势,以盼为外语教学的体认研究提供新思路。
In order to improve the inefficient output of foreign language learning,professor Wang Chuming has successively proposed the“Length Approach”,“Continuation Task”and“Extension”theories which have great significances and advantages in overcoming writing anxiety,strengthening initiative and cultivating cultural literacy of foreign language learners and have made important contributions to the studies of second language acquisition at home and abroad.This paper tries to make some supplements in the scope of application,teaching principles,teaching process and effectives for learning according to the ideas of the“Length Approach”.And this paper tries to construct the Embodied-Cognitive Length Approach(shorted in ECLA)based on Event-domain Embodied-Cognitive Model(shorted in EECM),which provides the theoretical supports for“Length Approach”from the perspective of the embodied cognition,and tries to highlight its advantages through the teaching design of ECLA with the hope to give a new idea for foreign language teaching.
作者
王天翼
路慧敏
WANG Tianyi;LU Huimin
出处
《语言教育》
2025年第2期29-40,130,131,共14页
Language Education
基金
第二轮重庆市一流学科外国语言文学科研重大项目“体认语言学的多维研究”(项目编号:SISUWYJY202304)
重庆市一流学科外国语言文学2023年科研一般项目“新文科视野下的动态范畴论研究”(项目编号:SISUWYJY202314)的阶段性研究成果。
关键词
写长法
体认写长法
体认语言学
事件域体认模型
Length Approach
Embodied-Cognitive Length Approach
Embodied-Cognitive Linguistics
Event-domain Embodied-Cognitive Model
