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从认知语言学的角度谈汉语隐喻教学
DOI:
https://doi.org/10.18002/sin.v14i1.7382关键词:
认知语言学、隐喻、外语习得、汉语教学、比较语法摘要
认知语言学找出脑部认知方式和语言认知方式的共同点，为学习外语所产生的母语干扰现像提供了一个解决方案，跨语言的科学教学法也为成人外语教学提供了另一种切入方式。本文从认知语言学的角度分析隐喻教学，采用“范畴”、形象化“意象基模”、建立“认知模型”、凸显“认知语境”、引导“认知语法”来建立起“隐喻”的语言认知架构， 恢复“隐喻”的原本面貌，通过视觉理解和逻辑思维策略来带入非语言教学方式。
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2022-11-07
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- 2024-03-06 (2)
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How to Cite
Lee, N. R. C. (2022). 从认知语言学的角度谈汉语隐喻教学. Sinología hispánica. China Studies Review, 14(1), 107–126. https://doi.org/10.18002/sin.v14i1.7382
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