从认知角度实施中学英语时态教学
摘要
中学英语时态教学的现状是一些英语教师在教学中仍沿用传统时态观,即时态就是表示时间、时态与时间一一对应的观点;当出现时态与时间不一致时,就根据英语的句法形态,总结出一种时态可表几种不同时间、一种时间也可用几种不同时态表示的结论,而不深入探究也无从解释这些语言现象的根本原因。其结果是导致学生在使用英语时态表达相关意义时无所适从、错误百出。本文综述英语动词时态的各种定义,评述英语时体的各种体系,支持按认知规律提出的“二时四体”论并论述从认知的角度实施英语动词时态教学的理论依据、可行性及具体的实施措施,而且通过对相关教学实践的调查验证了本论题。我们的目的是通过我们的论证,能在以后将这种体系推广到教学实践中,从而有助于提高中学英语时态的教学效果,促进中学生从认知的角度把握时态的形式,理解时态的意义,并在语言实践中能按照认知规律正确地运用时态。
本文认为英语时态是认知的产物,是英语用来表示动词的动作状态与参照时点之间时间关系的语法形式。因此,我们教时态,就是要使学生认清动作状态与参照时点之间的关系,根据要表达的意义与上下文语境的需要,选择恰当的时态形式,同时使学生理解在“时间关系”的框架内与时态有关的众多问题,如时态与时间不对应的问题、时态呼应的问题、时态体系问题等。
本文的创新之处是从认知的角度审视时态的意义和时态的体系,提出按照认知规律实施时态教学的观点和教学模式,通过教学使学生能根据认知规律学习和掌握时态的形式、意义和用法,能按照认知规律在英语交际中正确使用时态。这样,时间与时态不一致的问题可以得到更好的处理,为他们学好英语打下一个良好的基础。
The present situation with tense teaching in middle schools is that quite some English teachers, in their teaching practice, still hold that tense expresses time, and that different tense forms are correspondent with different time concepts respectively;when , in reality, a tense is not consistent with time, they will, on the basis of morphological reality, conclude that one tense can express more than one unit of time, and that one unit of time can be expressed by more than one tense, without probing into the essential causes for these language phenomena and thus unable to give a sound explanation of them. As a result, the students they teach are at a loss about how to express themselves with tense and they often make a lot of mistakes concerning tense. In this thesis, the importance of tense and tense teaching, the present situation and problems with tense teaching in middle schools, and the causes for these problems are covered. Different definitions of tense and tense systems are reviewed, and the "two-tense-and-four-aspect" theory, which has been advanced in conformity with the cognitive law, is favored. Emphasis is laid on the theoretical basis, the possibility, and practical ways of teaching tense from a cognitive perspective and the viewpoint this thesis holds is tested through a relevant investigation into a teaching experiment with this approach. Our purpose is to make clear the essence of tense from a cognitive perspective and help popularize the approach to tense teaching in middle schools. It is hoped that when this approach is used in teaching tense in middle schools, a better result will be achieved, enabling the students to use tense correctly according to the cognitive law
in their use of English.We hold that tense is the result of cognition. It is the grammatical form with which people express the time relation between action states, which are denoted by the verb, and the reference time.The "time relations" between an action state, denoted by the verb, and their reference time, is the essential grammatical meaning of tense. When we teach tense, we should enable the students to understand the time relations between action states and the reference time so that they can choose tense forms correctly according to what they want to express or the needs of context. What's more, the students can be made to understand many problems with tense within the framework of "time relation", such as the problem with the inconsistence between tense and time, the problems with tense sequence and tense system.If there is something new in this thesis, it is the suggestion and approach of teaching tense according to the cognitive laws. It is hoped that through this kind of teaching, the students can learn and try to master the forms, meanings and uses of tense according to cognitive laws. Consequently, the inconsistence of tense and time is expected to be better accounted for, which will lay a solid foundation for middle school students in their study of English.
本文认为英语时态是认知的产物,是英语用来表示动词的动作状态与参照时点之间时间关系的语法形式。因此,我们教时态,就是要使学生认清动作状态与参照时点之间的关系,根据要表达的意义与上下文语境的需要,选择恰当的时态形式,同时使学生理解在“时间关系”的框架内与时态有关的众多问题,如时态与时间不对应的问题、时态呼应的问题、时态体系问题等。
本文的创新之处是从认知的角度审视时态的意义和时态的体系,提出按照认知规律实施时态教学的观点和教学模式,通过教学使学生能根据认知规律学习和掌握时态的形式、意义和用法,能按照认知规律在英语交际中正确使用时态。这样,时间与时态不一致的问题可以得到更好的处理,为他们学好英语打下一个良好的基础。
The present situation with tense teaching in middle schools is that quite some English teachers, in their teaching practice, still hold that tense expresses time, and that different tense forms are correspondent with different time concepts respectively;when , in reality, a tense is not consistent with time, they will, on the basis of morphological reality, conclude that one tense can express more than one unit of time, and that one unit of time can be expressed by more than one tense, without probing into the essential causes for these language phenomena and thus unable to give a sound explanation of them. As a result, the students they teach are at a loss about how to express themselves with tense and they often make a lot of mistakes concerning tense. In this thesis, the importance of tense and tense teaching, the present situation and problems with tense teaching in middle schools, and the causes for these problems are covered. Different definitions of tense and tense systems are reviewed, and the "two-tense-and-four-aspect" theory, which has been advanced in conformity with the cognitive law, is favored. Emphasis is laid on the theoretical basis, the possibility, and practical ways of teaching tense from a cognitive perspective and the viewpoint this thesis holds is tested through a relevant investigation into a teaching experiment with this approach. Our purpose is to make clear the essence of tense from a cognitive perspective and help popularize the approach to tense teaching in middle schools. It is hoped that when this approach is used in teaching tense in middle schools, a better result will be achieved, enabling the students to use tense correctly according to the cognitive law
in their use of English.We hold that tense is the result of cognition. It is the grammatical form with which people express the time relation between action states, which are denoted by the verb, and the reference time.The "time relations" between an action state, denoted by the verb, and their reference time, is the essential grammatical meaning of tense. When we teach tense, we should enable the students to understand the time relations between action states and the reference time so that they can choose tense forms correctly according to what they want to express or the needs of context. What's more, the students can be made to understand many problems with tense within the framework of "time relation", such as the problem with the inconsistence between tense and time, the problems with tense sequence and tense system.If there is something new in this thesis, it is the suggestion and approach of teaching tense according to the cognitive laws. It is hoped that through this kind of teaching, the students can learn and try to master the forms, meanings and uses of tense according to cognitive laws. Consequently, the inconsistence of tense and time is expected to be better accounted for, which will lay a solid foundation for middle school students in their study of English.
引文
Curme, George O. Syntax[M]. Boston, D.C: Health and Company, 1931: 354.
Ellis, Rod. Understanding of Second Language Acquisition[M]. 上海: 上海外语教育出版社, 1985.
Jesperson, Otto. Essentials of English Grammar[M]. New York: Henry Hold And Company, 1933: 230.
Joos, M. The English Verb: Form and Meaning[M]. Madison: The University of Wisconsin Press, 1964.
Lakoff, G.& M.Johnson. Metaphors We Live By[M].Chicago: The University of Chicago Press, 1980: 3.
Leech, Geoffrey & Svartvik. A Communicative Grammar of Eng lish[M]. London: Longman Group Limited, 1975: 305.
Leech, N. Geoffrey. Meaning and the English Verb[M]. 上海: 上海外语教育出版社, 1977: VⅡ.
Palmer, F. R. The English Verb[M]. London: Longman World Publishing Corp, 1988: 1, 37, 39.
Poutsma, H. A Grammar of Late Modem English[M]. P. Noordhoff Publisher Groningen, 1926.
Quirk, et al. A Comprehensive Grammar of the English Language [M]. London: Longman, 1985: 175, 177, 181-216, 407-416.
Rechards and Rodgers. Approaches and Methods in Language Teaching[M]. 北京: 外语教学与研究出版社, 1986.
Scovel, Thoman. Psycholinguistics[M]. 上海: 上海外语教育出版社, 1998.
Skehan, Peter. A Cognitive Approach to Language Learning[M]. 上海: 上海外语教育出版社, 1998: 3, 40,283-284.
Sperber, D.and Wilson, D. Relevance: Communication and Cognition[M].北京:外语教学与研究出版社,1995.
Ungerer,F.and Schmid H.J.An Introduction to Cognitive Linguistics[M].北京:外语教学与研究出版社,2001.
薄冰.高级英语语法[M].北京:高等教育出版社,1990:243。
陈军宏.中学基础阶段英语语法教学问题探析[C].硕士学位论文.武汉:华中师范大学,2003。
陈敏哲.英语动词过去时研究的新视角-概念的隐喻化[J].山东师大外国语学院学报,2002,第3期:17-22。
陈志烈.合适的时态范畴概念有利于学生对时态的掌握[J].丽水师范专科学校学报,2001,第6期:54-58。
戴炜栋.新编简明英语语言学教程[M].上海:上海外语教育出版社,2002。
桂诗春.外语教学的认知基础[J].外语教学与研究 2005,第4期:243-247。
郝兴跃.20世纪90年代以来国我语法教学的新趋势[J].外语界,2004,第4期:48-49。
胡春洞.英语教学法[M].北京:高等教育出版社,1990:64。
胡壮麟.认知隐喻学[M].北京:北京大学出版社,2004:99。
黄和斌.认知式英语语法教学[J].外语与外语教学,2002,第2期:30-33。
黄泽火.语法隐喻[C].硕士学位论文.南昌:江西师范大学,2002。
教育部.普通高中英语课程标准[M].北京:人民教育出版社,2003:1-3,26。
李基安.将来和将来时[J].外国语,2000,第4期:26。
李岚清.李岚清教育访谈[M].人民教育出版社,2003:347-353。
李瑞芳,孟令新.第二语言学习中语法隐喻对语言输入的影响[J].外语教学,2004,第3期:79-81。
李晓.活化语法教学的策略[J].外语与外语教学,2000,第2期:43-45。
廉洁.制约学习策略的学习者因素[J].外语与外语教学,1998,第6期。
刘燕.浅议中学英语语法教学问题[J].成都教育学院学报,2000,第9期:17.18。
吕筠,董晓秋.英语语法教学与语法能力建构[J].烟台师范学院学报,2004,第3期:79-82。
秦裕祥.英语语法专题研究[M].长沙:湖南师范大学出版社,1999:36。
秦裕祥,陈慧.英语动词过去时态的意义及其语用功能[J].外语与翻译,2003,第4期:42-46。
秦裕祥,石翀.英语动词现在时态的意义及其语用功能[J].语言文学研究,2004,第3期:1-5。
秦裕祥.论英语动词时态呼应的标准[J].天津外国语学院学报,2005,第4期:23-28。
全建强.走出语法教学的误区[J].中小学外语教学,2002,第5期。
石翀.英语时态的认知语用研究[q].硕士学位论文.长沙:湖南师范大学外国语学院,2004。
束定芳,庄智象.现代外语教学-理论、实践与方法[M].上海:上海外语教育出版社,1996。
束定芳.隐喻学研究[M].上海:上海外语教育出版社,2000。
宋步峰.隐喻认知与英语学习[C].硕士学位论文.济南:山东师范大学,2003:59,61。
王初明.应用心理语言学一外语学习心理研究[M].长沙:湖南教育出版社,1989。
王维民,杨洪亮.英语语法教学的象似观[J].基础教育外语教学研究,2004,第6期:18-21。
王宗炎.语言问题探索[M].上海:上海外语教育出版社,1985。
谢应光.英语动词时态表示的时间关系新探[J].天津外国语学院学报,2003,第9期:40-44。
吴益民.语法在EFL教学中的地位与作用[J].外语界,1997,第4期:53-55。
徐畅贤.关于改进英语语法教学的认知思考[J].湖南城市学院学报,2003,第4期:124-126。
徐立吾.当代英语实用语法[M].长沙:湖南人民出版社,1992:157。
易仲良.论英语中“说话时刻”的位移性[J].外语与外语教学,1998,第11期:10-12。
易仲良.英语动词语义语法学[M].长沙:湖南师范大学出版社,1999:8,14。
张道真.实用英语语法[M].北京:商务印书馆,1979:110。
章兼中、俞红珍.英语教育心理学[M].北京:警官教育出版社,1998:52,177-179。
张人.内隐认知视角下的英语语法教学[J].韶关学院学报,2004,第4期:120-123。
章振邦.新编英语语法[M].上海:上海译文出版社,1983:406
赵艳芳.认知语言学概论[M].上海:上海外语教育出版社,2001:1-24,33,34-36,39-41,48-51,55-79,96-111,123-205。
Ellis, Rod. Understanding of Second Language Acquisition[M]. 上海: 上海外语教育出版社, 1985.
Jesperson, Otto. Essentials of English Grammar[M]. New York: Henry Hold And Company, 1933: 230.
Joos, M. The English Verb: Form and Meaning[M]. Madison: The University of Wisconsin Press, 1964.
Lakoff, G.& M.Johnson. Metaphors We Live By[M].Chicago: The University of Chicago Press, 1980: 3.
Leech, Geoffrey & Svartvik. A Communicative Grammar of Eng lish[M]. London: Longman Group Limited, 1975: 305.
Leech, N. Geoffrey. Meaning and the English Verb[M]. 上海: 上海外语教育出版社, 1977: VⅡ.
Palmer, F. R. The English Verb[M]. London: Longman World Publishing Corp, 1988: 1, 37, 39.
Poutsma, H. A Grammar of Late Modem English[M]. P. Noordhoff Publisher Groningen, 1926.
Quirk, et al. A Comprehensive Grammar of the English Language [M]. London: Longman, 1985: 175, 177, 181-216, 407-416.
Rechards and Rodgers. Approaches and Methods in Language Teaching[M]. 北京: 外语教学与研究出版社, 1986.
Scovel, Thoman. Psycholinguistics[M]. 上海: 上海外语教育出版社, 1998.
Skehan, Peter. A Cognitive Approach to Language Learning[M]. 上海: 上海外语教育出版社, 1998: 3, 40,283-284.
Sperber, D.and Wilson, D. Relevance: Communication and Cognition[M].北京:外语教学与研究出版社,1995.
Ungerer,F.and Schmid H.J.An Introduction to Cognitive Linguistics[M].北京:外语教学与研究出版社,2001.
薄冰.高级英语语法[M].北京:高等教育出版社,1990:243。
陈军宏.中学基础阶段英语语法教学问题探析[C].硕士学位论文.武汉:华中师范大学,2003。
陈敏哲.英语动词过去时研究的新视角-概念的隐喻化[J].山东师大外国语学院学报,2002,第3期:17-22。
陈志烈.合适的时态范畴概念有利于学生对时态的掌握[J].丽水师范专科学校学报,2001,第6期:54-58。
戴炜栋.新编简明英语语言学教程[M].上海:上海外语教育出版社,2002。
桂诗春.外语教学的认知基础[J].外语教学与研究 2005,第4期:243-247。
郝兴跃.20世纪90年代以来国我语法教学的新趋势[J].外语界,2004,第4期:48-49。
胡春洞.英语教学法[M].北京:高等教育出版社,1990:64。
胡壮麟.认知隐喻学[M].北京:北京大学出版社,2004:99。
黄和斌.认知式英语语法教学[J].外语与外语教学,2002,第2期:30-33。
黄泽火.语法隐喻[C].硕士学位论文.南昌:江西师范大学,2002。
教育部.普通高中英语课程标准[M].北京:人民教育出版社,2003:1-3,26。
李基安.将来和将来时[J].外国语,2000,第4期:26。
李岚清.李岚清教育访谈[M].人民教育出版社,2003:347-353。
李瑞芳,孟令新.第二语言学习中语法隐喻对语言输入的影响[J].外语教学,2004,第3期:79-81。
李晓.活化语法教学的策略[J].外语与外语教学,2000,第2期:43-45。
廉洁.制约学习策略的学习者因素[J].外语与外语教学,1998,第6期。
刘燕.浅议中学英语语法教学问题[J].成都教育学院学报,2000,第9期:17.18。
吕筠,董晓秋.英语语法教学与语法能力建构[J].烟台师范学院学报,2004,第3期:79-82。
秦裕祥.英语语法专题研究[M].长沙:湖南师范大学出版社,1999:36。
秦裕祥,陈慧.英语动词过去时态的意义及其语用功能[J].外语与翻译,2003,第4期:42-46。
秦裕祥,石翀.英语动词现在时态的意义及其语用功能[J].语言文学研究,2004,第3期:1-5。
秦裕祥.论英语动词时态呼应的标准[J].天津外国语学院学报,2005,第4期:23-28。
全建强.走出语法教学的误区[J].中小学外语教学,2002,第5期。
石翀.英语时态的认知语用研究[q].硕士学位论文.长沙:湖南师范大学外国语学院,2004。
束定芳,庄智象.现代外语教学-理论、实践与方法[M].上海:上海外语教育出版社,1996。
束定芳.隐喻学研究[M].上海:上海外语教育出版社,2000。
宋步峰.隐喻认知与英语学习[C].硕士学位论文.济南:山东师范大学,2003:59,61。
王初明.应用心理语言学一外语学习心理研究[M].长沙:湖南教育出版社,1989。
王维民,杨洪亮.英语语法教学的象似观[J].基础教育外语教学研究,2004,第6期:18-21。
王宗炎.语言问题探索[M].上海:上海外语教育出版社,1985。
谢应光.英语动词时态表示的时间关系新探[J].天津外国语学院学报,2003,第9期:40-44。
吴益民.语法在EFL教学中的地位与作用[J].外语界,1997,第4期:53-55。
徐畅贤.关于改进英语语法教学的认知思考[J].湖南城市学院学报,2003,第4期:124-126。
徐立吾.当代英语实用语法[M].长沙:湖南人民出版社,1992:157。
易仲良.论英语中“说话时刻”的位移性[J].外语与外语教学,1998,第11期:10-12。
易仲良.英语动词语义语法学[M].长沙:湖南师范大学出版社,1999:8,14。
张道真.实用英语语法[M].北京:商务印书馆,1979:110。
章兼中、俞红珍.英语教育心理学[M].北京:警官教育出版社,1998:52,177-179。
张人.内隐认知视角下的英语语法教学[J].韶关学院学报,2004,第4期:120-123。
章振邦.新编英语语法[M].上海:上海译文出版社,1983:406
赵艳芳.认知语言学概论[M].上海:上海外语教育出版社,2001:1-24,33,34-36,39-41,48-51,55-79,96-111,123-205。