La adquisición de la metáfora conceptual en chino desde la perspectiva de la lingüística cognitiva
DOI:
https://doi.org/10.18002/sin.v14i1.7382Palabras clave:
Lingüística cognitiva, metáfora, adquisición de la segunda lengua, enseñanza del chino, gramática contrastiva.Resumen
La lingüística cognitiva descubre las similitudes entre la percepción cognitiva y la percepción de las lenguas, aporta una solución a la interferencia provocada por la lengua materna en el aprendizaje de lenguas extranjeras. Este método interdisciplinar también aporta otra perspectiva al conocimiento lingüístico de los estudiantes de L2. Este trabajo trata de analizar la enseñanza de la metáfora conceptual desde la perspectiva de la lingüística cognitiva, reconstruyendo la estructura cognitiva con estrategias como “categorías”, visualizando los “esquemas de imagen”, construyendo el “modelo cognitivo”, recreando el “contexto cognitivo” y enseñando la “gramática cognitiva”, que no residen tanto en la lingüística sino en el razonamiento visual y el pensamiento lógico, de manera que aporta un enfoque diferente a la enseñanza del idioma chino.
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- 2024-03-06 (2)
- 2022-11-07 (1)
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Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
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