具身认知理论在二语教学中的应用——以肢体语言为例
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摘要
文章以具身认知理论为基础,讨论了语言与身体经验的关系,说明语言是具身的,人类认知是社会的。肢体语言与语言本体具有同步性,肢体语言也构成语义的一部分。肢体语言具有强大的交际功能,而语言是在使用的过程中学习,因此肢体语言势必在语言学习中担当重要角色。提出在二语教学中应充分运用肢体语言来帮助二语学习,使学习事半功倍。
Based on embodied cognition, the paper discusses the relations between language and bodily experience,which shows that the language is embodied and the cognition is social. The language and gestures share a tight synchrony, and gestures also convey meanings. Gestures must play a significant role in language learning process because of its strong communicative functions and language's usage-base. Therefore, the paper suggests that we should make best use of gestures to facilitate the second language teaching and learning.
Based on embodied cognition, the paper discusses the relations between language and bodily experience,which shows that the language is embodied and the cognition is social. The language and gestures share a tight synchrony, and gestures also convey meanings. Gestures must play a significant role in language learning process because of its strong communicative functions and language's usage-base. Therefore, the paper suggests that we should make best use of gestures to facilitate the second language teaching and learning.
引文
[1] Tomasello, M. Constructing a Language. A Usage-basedTheory of Language Acquisition[D]. Cambridge:Harvard Uni-versity Press, 2003.
[2]王寅.认知语言学探索[M].重庆出版社, 2005:21.
[3] Lakoff, G.&M. Johnson. Metaphors We Live By[M]. Chica-go:The University of Chicago Press, 1980:4.
[4] McNeill, D. Hand and Mind:What Gestures Reveal AboutThought[M]. Chicago:University of Chicago Press, 1992:13
[5] Goldin-Meadow, S. Hearing Gesture:How our Hands HelpUs Think[D]. Cambridge, MA:Harvard University Press, 2003.
[6] Gibbs, R. Embodiment and Cognitive Science[M]. Cam-bridge:Cambridge University Press, 2006:169.
[7] Kendon, A. Gesture:Visible Action as Utterance[M]. Cam-bridge:Cambridge University Press, 2004:235.
[8] Parrill, F. and E. Sweetser. What we mean by meaning. Con-ceptual integration in gesture analysis and transcription[J]. Ges-ture 4(2),2004:197–219.
[9] Allen, L.Q. The effect of emblematic gestures on the develop-ment and access of mental representations of French expressions[J]. Modern Language Journal, 1995(4):52.
[10] McCafferty, S.G. Gestures and creating zones of proximaldevelopment for second language learning[J]. Modern LanguageJournal, 2002(86):192-203.
[11] Vygotsky, L. Thought and Language[D]. Cambridge:MITPress,1986:40.
[12] MacArthur, F, J.Littlemore. A discovery approach to figurative language learning with the use of corpora[C]//F.Boers, S.Lindstromberg(eds.).Cognitive Linguistic Approaches to Teaching Vocabulary and phrasedogy.Amsterdam:Mouton de Gruyter, 2018:88-159.
[13]Asher, J. Learning Another Language Through Actions:The Complete Teachers Guide Book[M]. San Jose, California:AccuPrint, 1979:121.
①“最近发展区”是指维果斯基认为学生的发展有两种水平：一种是学生的现有水平，指独立活动时所能达到的解决问题的水平；而另一种是学生可能的发展水平，也就是通过教学所获得的潜力。两者之间的差异就是最近发展区。教学应着眼于学生的最近发展区，为学生提供带有难度的内容，调动学生的积极性，发挥其潜能，超越其最近发展区而达到下一发展阶段的水平，然后在此基础上进行下一个发展区的发展。
[2]王寅.认知语言学探索[M].重庆出版社, 2005:21.
[3] Lakoff, G.&M. Johnson. Metaphors We Live By[M]. Chica-go:The University of Chicago Press, 1980:4.
[4] McNeill, D. Hand and Mind:What Gestures Reveal AboutThought[M]. Chicago:University of Chicago Press, 1992:13
[5] Goldin-Meadow, S. Hearing Gesture:How our Hands HelpUs Think[D]. Cambridge, MA:Harvard University Press, 2003.
[6] Gibbs, R. Embodiment and Cognitive Science[M]. Cam-bridge:Cambridge University Press, 2006:169.
[7] Kendon, A. Gesture:Visible Action as Utterance[M]. Cam-bridge:Cambridge University Press, 2004:235.
[8] Parrill, F. and E. Sweetser. What we mean by meaning. Con-ceptual integration in gesture analysis and transcription[J]. Ges-ture 4(2),2004:197–219.
[9] Allen, L.Q. The effect of emblematic gestures on the develop-ment and access of mental representations of French expressions[J]. Modern Language Journal, 1995(4):52.
[10] McCafferty, S.G. Gestures and creating zones of proximaldevelopment for second language learning[J]. Modern LanguageJournal, 2002(86):192-203.
[11] Vygotsky, L. Thought and Language[D]. Cambridge:MITPress,1986:40.
[12] MacArthur, F, J.Littlemore. A discovery approach to figurative language learning with the use of corpora[C]//F.Boers, S.Lindstromberg(eds.).Cognitive Linguistic Approaches to Teaching Vocabulary and phrasedogy.Amsterdam:Mouton de Gruyter, 2018:88-159.
[13]Asher, J. Learning Another Language Through Actions:The Complete Teachers Guide Book[M]. San Jose, California:AccuPrint, 1979:121.
①“最近发展区”是指维果斯基认为学生的发展有两种水平：一种是学生的现有水平，指独立活动时所能达到的解决问题的水平；而另一种是学生可能的发展水平，也就是通过教学所获得的潜力。两者之间的差异就是最近发展区。教学应着眼于学生的最近发展区，为学生提供带有难度的内容，调动学生的积极性，发挥其潜能，超越其最近发展区而达到下一发展阶段的水平，然后在此基础上进行下一个发展区的发展。