摘要
以英语的空间介词in为研究对象,基于认知负荷理论,目的是在长时记忆中通过隐喻建立映射,重点探讨结合认知负荷理论优化控制的英语介词认知教学方法的有效性。研究显示通过对介词内部结构的划分,图表方式的呈现,以及寻找与现存认知结构实体相结合的知识点,可以优化控制认知负荷,提高学生的英语介词学习水平。
English prepositions,as enclosed type in a language system,take a small proportion of the language,but play a substantial role.Inspired by the Cognitive Load Theory,Theory of Domains,the notions of image schema as well as the Conceptual Metaphor Theory,we developed a cognitive teaching approach to English preposition in which compared to a traditional method in an empirical study on German students.The results indicated that the cognitive teaching approach improved students’performance significantly more than the traditional approach which is teaching the multiple senses of prepositions by rote.
作者
宋昕
苏畅
SONG Xin;SU Chang(School of Foreign Languages, Dalian Minzu University, Dalian Liaoning 116605, China)
出处
《大连民族大学学报》
2021年第6期547-550,573,共5页
Journal of Dalian Minzu University
基金
辽宁省社会规划基金青年项目(L15CYY004)。
关键词
认知负荷
隐喻拓展
介词IN
cognitive load
metaphorical mapping
preposition in
