【摘要】：“認(rèn)知功能教學(xué)法”的最初設(shè)想是金立鑫和邵菁于2001年提出來(lái)的。該教學(xué)法意在結(jié)合近半個(gè)多世紀(jì)以來(lái)語(yǔ)言學(xué)界最有影響的兩大語(yǔ)言學(xué)理論——形式主義語(yǔ)言學(xué)和功能主義語(yǔ)言學(xué)的語(yǔ)言觀,充分發(fā)揮外語(yǔ)學(xué)習(xí)者與生俱來(lái)的語(yǔ)言能力(language competence),幫助學(xué)習(xí)者在學(xué)習(xí)外語(yǔ)時(shí)主動(dòng)地設(shè)定目的語(yǔ)的語(yǔ)言參數(shù)(parameter),主動(dòng)探求目的語(yǔ)規(guī)則,不提倡教師把目的語(yǔ)規(guī)則灌輸給學(xué)習(xí)者。另一方面,該教學(xué)法也主張培養(yǎng)外語(yǔ)學(xué)習(xí)者在特定的語(yǔ)言環(huán)境下選擇合適的語(yǔ)言形式的能力,以及培養(yǎng)學(xué)習(xí)者的交際能力(communicative competence)。 “認(rèn)知功能教學(xué)法”的概念提出之后,邵菁和金立鑫(2007)進(jìn)一步闡釋了該教學(xué)法的基礎(chǔ)原理,在對(duì)外漢語(yǔ)語(yǔ)音、漢字、詞匯、語(yǔ)法、語(yǔ)篇教學(xué)方面舉例性地展示了教學(xué)法的操作原則。并且分別在漢語(yǔ)語(yǔ)音教學(xué)和語(yǔ)法教學(xué)方面做了實(shí)驗(yàn),實(shí)驗(yàn)結(jié)果顯示“認(rèn)知功能教學(xué)法”有效性顯著。 本論文在全面論述“認(rèn)知功能教學(xué)法”基本思想的基礎(chǔ)上建立一套完整的“認(rèn)知功能教學(xué)法”體系。 中國(guó)的外語(yǔ)教學(xué)界不乏適合國(guó)情的自創(chuàng)的教學(xué)方法,如“張思中英語(yǔ)教學(xué)法”、“英語(yǔ)寫長(zhǎng)法”等。漢語(yǔ)國(guó)際教育界的學(xué)者和教師們也提出了不少行之有效的教學(xué)法原則,如結(jié)構(gòu)、功能、文化相結(jié)合；精講多練,以言語(yǔ)技能和交際技能訓(xùn)練為中心；循序漸進(jìn),螺旋式提高,加強(qiáng)重現(xiàn)率等原則(劉殉,1997)。但這類“教學(xué)法”缺乏“語(yǔ)言觀”或語(yǔ)言學(xué)底層理論的基礎(chǔ),也沒(méi)有做出教學(xué)法理念指導(dǎo)下的總體設(shè)計(jì),更多的是一些具體的操作方法或技巧。因此它們都不能說(shuō)是較為完整的教學(xué)法體系。 Anthony (1963)區(qū)分了教學(xué)法的approach、method、techniques三個(gè)層次。本論文是在這三個(gè)層次上建立“認(rèn)知功能教學(xué)法”體系。 論文的第一部分(第一章-第二章)為“認(rèn)知功能教學(xué)法”確定了語(yǔ)言學(xué)、心理學(xué)以及語(yǔ)言學(xué)習(xí)方面的理論依據(jù),探討了“認(rèn)知功能教學(xué)法”與其他外語(yǔ)教學(xué)法的關(guān)系以及“認(rèn)知”和“功能”結(jié)合的合理性和可行性。 論文的第二部分(第三章-第七章)確立了“認(rèn)知功能教學(xué)法”的目標(biāo)、原則,建立了“認(rèn)知功能教學(xué)法”語(yǔ)音、詞匯、語(yǔ)法、語(yǔ)篇教學(xué)大綱模型,還討論了“認(rèn)知功能教學(xué)法”課程設(shè)計(jì)和教材編寫的方法,教師和學(xué)生的角色以及能體現(xiàn)“認(rèn)知功能教學(xué)法”原則的測(cè)試和評(píng)估。 論文的第三部分(第八章)介紹了“認(rèn)知功能教學(xué)法”具體的課堂教學(xué)操作程序和技巧,包括“有效語(yǔ)料”的準(zhǔn)備和展示方法、課堂行為模式和師生互動(dòng)模式、課堂活動(dòng)和練習(xí)設(shè)計(jì),最后總結(jié)了課堂教學(xué)步驟。 以上是本論文的定性研究部分。論文的第四部分(第九章)是“認(rèn)知功能教學(xué)法”的兩個(gè)有效性實(shí)驗(yàn),采用定量研究的方法,搜集教學(xué)數(shù)據(jù),統(tǒng)計(jì)分析。第一個(gè)實(shí)驗(yàn)比較了“認(rèn)知功能教學(xué)法”和其他教學(xué)法在漢語(yǔ)近義詞辨析教學(xué)方面的效果。單因素方差分析結(jié)果顯示各組之間(實(shí)驗(yàn)組和對(duì)照組)的后測(cè)成績(jī)有顯著差異,但是用Fisher最小顯著差異方法兩兩比較各組后測(cè)成績(jī),結(jié)果顯示并不是所有實(shí)驗(yàn)組的成績(jī)都與對(duì)照組有顯著差異。雖然這個(gè)實(shí)驗(yàn)的結(jié)果不足以證明“認(rèn)知功能教學(xué)法”優(yōu)于其他教學(xué)法,但它為我們積累了不少教學(xué)法實(shí)施的寶貴經(jīng)驗(yàn)。比如,“認(rèn)知功能教學(xué)法”更適合哪種學(xué)生；今后實(shí)證研究中應(yīng)該注意的問(wèn)題等。第二個(gè)實(shí)驗(yàn)檢驗(yàn)了“認(rèn)知功能教學(xué)法”在對(duì)外漢語(yǔ)語(yǔ)篇教學(xué)(人稱回指規(guī)則教學(xué))方面的有效性。實(shí)驗(yàn)結(jié)果證明該教學(xué)法有效性顯著。 “認(rèn)知功能教學(xué)法”是由我國(guó)學(xué)者提出的第一套獨(dú)立的、成系統(tǒng)的外語(yǔ)教學(xué)法理論體系,不僅有語(yǔ)言學(xué)、心理學(xué)和外語(yǔ)學(xué)習(xí)理論的支撐,也有教學(xué)法理論指導(dǎo)下的總體設(shè)計(jì)和具體操作方法。特別是在教學(xué)法理論指導(dǎo)下的教學(xué)大綱模型,尤其是對(duì)外漢語(yǔ)語(yǔ)篇教學(xué)大綱模型的建立具有創(chuàng)新意義。“認(rèn)知功能教學(xué)法”不僅可應(yīng)用于漢語(yǔ)國(guó)際教育,也可應(yīng)用于各種外語(yǔ)教學(xué),希望本教學(xué)法的提出能對(duì)我國(guó)乃至世界外語(yǔ)教學(xué)理論和方法的發(fā)展有所貢獻(xiàn)。
[Abstract]:Jin Lixin and Shao Jing first proposed the cognitive-functional approach in 2001. This approach aims to combine the two most influential linguistic theories in the field of linguistics in the past half century, namely, formalistic linguistics and functionalist linguistics, to give full play to foreign language learners'innate linguistic competence. Language competence helps learners actively set language parameters of the target language, actively explore the rules of the target language, and does not encourage teachers to instill the rules of the target language into the learners. And communicative competence.
After the concept of "cognitive function teaching method" was put forward, Shao Jing and Jin Lixin (2007) further explained the basic principles of the teaching method, and illustrated the operating principles of the teaching method in phonetics, Chinese characters, vocabulary, grammar and discourse teaching of Chinese as a foreign language. The results show that the cognitive function teaching method is effective.
This paper sets up a complete system of "cognitive function teaching method" on the basis of discussing the basic idea of "cognitive function teaching method".
There are many self-created teaching methods suitable for China's foreign language teaching, such as "Zhang Sizhong's English Teaching Method" and "English Writing Length Method". Practice as the center, step by step, spiral improvement, and reinforcing the rate of recurrence (Liu Ju, 1997). However, this kind of "teaching method" lacks the foundation of "linguistic outlook" or the basic theory of linguistics, and does not make the overall design under the guidance of teaching methods. It is more specific operating methods or techniques. Therefore, they can not be said to be comparative. A complete teaching system.
Anthony (1963) distinguishes the approach, method and techniques of teaching methods. This paper is to establish a "cognitive function teaching method" system on these three levels.
The first part of the paper (Chapter 1-Chapter 2) defines the theoretical basis of the cognitive function approach in linguistics, psychology and language learning. It also discusses the relationship between the cognitive function approach and other foreign language teaching methods, and the rationality and feasibility of the combination of the cognitive function approach and the functional approach.
The second part of the paper (Chapter 3-Chapter 7) establishes the objectives and principles of the "cognitive function teaching method". It establishes the syllabus model of pronunciation, vocabulary, grammar and discourse in the "cognitive function teaching method". It also discusses the curriculum design of the "cognitive function teaching method" and the method of compiling textbooks, the roles of teachers and students, as well as the realization of "recognition". The test and evaluation of the principle of knowledge function teaching.
The third part of the paper (Chapter 8) introduces the specific classroom teaching procedures and skills of Cognitive Function Teaching Method, including the preparation and presentation of effective corpus, classroom behavior model, teacher-student interaction model, classroom activities and practice design, and finally summarizes the steps of classroom teaching.
The fourth part (Chapter 9) of the thesis is two valid experiments of the Cognitive Function Approach. The first experiment compares the effectiveness of the Cognitive Function Approach and other teaching methods in the teaching of Chinese synonym discrimination. Results. One-way ANOVA analysis showed that there was a significant difference in post-test scores between the two groups (experimental group and control group), but Fisher's minimal significant difference method was used to compare the post-test results in two groups. The results showed that not all the experimental groups had significant differences with the control group. Cognitive function teaching method is superior to other teaching methods, but it has accumulated a lot of valuable experience for us. For example, what kind of students is more suitable for cognitive function teaching method; what should be paid attention to in the future empirical research. The second experiment tests the cognitive function teaching method in teaching Chinese as a foreign language (personal anaphora). The effectiveness of the rule teaching is proved by experiments. The experimental results prove that the teaching method is effective.
"Cognitive Functional Approach" is the first set of independent and systematic theories of foreign language teaching put forward by Chinese scholars. It is supported not only by linguistics, psychology and foreign language learning theories, but also by the overall design and specific operation methods under the guidance of pedagogical theories, especially the syllabus model under the guidance of pedagogical theories. Especially, the establishment of the syllabus model of TCSL is of innovative significance. Cognitive Functional Approach can be applied not only to Chinese international education, but also to various foreign language teaching. It is hoped that this approach will contribute to the development of foreign language teaching theories and methods in China and even in the world.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 馬春華;;假設(shè)復(fù)句和條件復(fù)句的歐化:將+主句動(dòng)詞[J];安徽大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2010年06期

2 彭宣維;主題發(fā)展與銜接[J];重慶大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);1999年03期

3 許余龍;從回指確認(rèn)的角度看漢語(yǔ)敘述體篇章中的主題標(biāo)示[J];當(dāng)代語(yǔ)言學(xué);2005年02期

4 李京廉;現(xiàn)代漢語(yǔ)中長(zhǎng)距離反身代詞“自己”的阻斷效應(yīng)研究[J];外國(guó)語(yǔ)言文學(xué);2004年01期

5 譚春;;外語(yǔ)課堂教學(xué)“中心”之辨:反思與建議[J];外語(yǔ)教學(xué)理論與實(shí)踐;2009年01期

6 鄭國(guó)鋒;;英漢語(yǔ)替代對(duì)比功能分析[J];華東理工大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2009年03期

7 毛世楨;現(xiàn)代漢語(yǔ)語(yǔ)法停頓初探[J];華東師范大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);1994年02期

8 朱勘宇;漢語(yǔ)零形回指的句法驅(qū)動(dòng)力[J];漢語(yǔ)學(xué)習(xí);2002年04期

9 彭小川;關(guān)于對(duì)外漢語(yǔ)語(yǔ)篇教學(xué)的新思考[J];漢語(yǔ)學(xué)習(xí);2004年02期

10 董淑慧;;“A歸A”的語(yǔ)義、語(yǔ)篇功能及偏誤分析[J];漢語(yǔ)學(xué)習(xí);2006年04期

相關(guān)博士學(xué)位論文 前1條

1 郭圣林;現(xiàn)代漢語(yǔ)若干句式的語(yǔ)篇考察[D];復(fù)旦大學(xué);2004年

相關(guān)碩士學(xué)位論文 前1條

1 位宇;真實(shí)語(yǔ)料的任務(wù)型教學(xué)在漢語(yǔ)初級(jí)聽力課中的應(yīng)用[D];上海外國(guó)語(yǔ)大學(xué);2011年

，

本文編號(hào)：2228861