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认知语言学产生于新兴认知科学被引入语言学研究领域的过程中。学习外语的过程是对不同文化的认知过程,教师在教学中,要从不同的文化角度帮助学生提高语言认知能力。日语精读课是日语专业学生接触最频繁、最基础的一门课程,其教学质量的好坏直接关系到学生高年级后的专业知识的学习。本文将探讨认知语言学的原型理论在日语精读教学中应用问题。这一理论将有助于学生对一词多义、同义句型等方面的掌握理解。
Cognitive linguistics arises from the introduction of emerging cognitive science into linguistic research. The process of learning a foreign language is a cognitive process of different cultures. In teaching, teachers should help students improve their cognitive abilities in languages from different cultural perspectives. Japanese Intensive Reading is the most frequent and basic course for Japanese major students. The quality of teaching is directly related to the study of students’ professional knowledge after their senior year. This article will explore the application of prototype theory of cognitive linguistics in Japanese intensive reading teaching. This theory will help students grasp the word polysemy, synonymous sentence patterns and other aspects of understanding.