摘要
不同水平的学生对小句的使用和复句的选择情况与英汉句式的语义差异和母语迁移程度有关。认知科学理论表明,英语写作由人的认知方式和手段所制约。加强目的语的输入及作文中句子的语体丰满程度和对比理论的研究,是提高中国学生英语跨文化写作水平有效的认知方法。
Different choice of simple sentences and complex sentences among students at different levels has some relation to different Chinese and English semantic sentence patterns, as well as the degree of the native language transfer. Cognitive theory shows that English writing is restricted by cognitive style and cognitive means.It turns out to be effective methods and strategies to improve English multi-culture writing skill for Chinese students by means of strengthening the input of the target language, enriching the language style in English writing and strengthening the study of comparison theory.
出处
《南昌大学学报（人文社会科学版）》
北大核心
2004年第3期157-160,共4页
Journal of Nanchang University(Humanities and Social Sciences)
基金
2000年江西省教育厅立项课题"认知语言学在大学英语教学中的应用"部分成果
关键词
英语
学生
跨文化写作
认知
English
students
multi-culture writing
cognition
