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认知语言学的基本观点和理论为包括日语在内的外语教学研究提示了一种思路。几十年的日语语言研究和日语教学研究告诉我们:“外语学习不仅仅是语言规则的死记硬背,更是学习者的一种认知活动,只有了解所学语言背后的认知机制,才能更为有效地学习外语。”我们日常教学渗透的语言认知活动较少,怎样才能把优秀的教学研究成果应用于日语教学是一大重要难题,本论文将以「限る」一词为切入点,浅谈如何通过认知语言学理论提高日语的教学、学习效果。
The basic ideas and theories of cognitive linguistics suggest a way of thinking for foreign language teaching research, including Japanese. Decades of Japanese language studies and Japanese teaching research tell us: “Foreign language learning is not only a memorization of language rules, but also a cognitive activity of learners. Only knowing the cognitive mechanism behind the language, Can we learn foreign languages more effectively. ”“ Our daily teaching permeates less cognitive activities in the language and how to apply excellent teaching research to Japanese teaching is a major challenge. In this dissertation, the term ”limited" Starting point, how to improve Japanese teaching and learning results through cognitive linguistic theory.