经典与新锐辉映,理论与应用齐飞——英语写作要加强“一体化”与“本体化”研究

doi:10.3969/j.issn.1674-8921.2017.02.001

当代外语研究 ›› 2017, Vol. 17 ›› Issue (02): 3-7.doi: 10.3969/j.issn.1674-8921.2017.02.001

经典与新锐辉映,理论与应用齐飞——英语写作要加强“一体化”与“本体化”研究

杨永林

清华大学,北京,100084

出版日期:2017-03-28 发布日期:2020-07-25
作者简介:杨永林,清华大学外文系教授、博士生导师。主要研究方向为社会语言学、认知语言学、应用语言学、语言技术、英语语言学。电子邮箱:ylyang@mail.tsinghua.edu.cn

Tradition and Innovation, Theory and Application—Let Us Explore Deep Knowledge Resources in Lexis, Usage and Syntax

YANG Yonglin

Online:2017-03-28 Published:2020-07-25

摘要/Abstract

摘要： 英语写作教学需要实践,也需要理论。对二语/外语教学而言,有必要重申语言本体研究的重要性。而“字词句”层面的深度研究,最能体现其要旨所在。为此,我们结合“英语学习者写作语料库”和“英语学习小百科资源库”的建设工作,透过构式语法词汇、语法、语义“一体化”的研究视角,分别从用法研究和纠错分析两个层面,探讨了如何通过“字词句”层面的本体化研究,来提高英语写作教学实效性的问题。

关键词: 语言本体研究, “字词句”深度研究, 认知语言学, 构式语法, 英语写作教学

Abstract: The teaching of English writing has much to do with theory and methodology. It is claimed in this paper that English study can help language instructors explore deep knowledge resources in lexis, usage and syntax. Based on the work in developing a learner corpus and a teaching resources bank, this study took a cognitive linguistic perspective and examined issues related to English writing within a three-in-one framework (i.e., lexis, usage and syntax). To achieve this goal, usage-based data and error-analysis approaches were used.

中图分类号:

H315

杨永林. 经典与新锐辉映,理论与应用齐飞——英语写作要加强“一体化”与“本体化”研究[J]. 当代外语研究, 2017, 17(02): 3-7.

YANG Yonglin. Tradition and Innovation, Theory and Application—Let Us Explore Deep Knowledge Resources in Lexis, Usage and Syntax[J]. Contemporary Foreign Languages Studies, 2017, 17(02): 3-7.

参考文献

Biber, D., S. Hohansson, G. Leech, S. Conrad & E. Finegan. 2000. Longman Grammar of Spoken and Written English(《朗文英语口语和笔语语法》)[M]. 北京:外语教学与研究出版社/Pearson Education Limited.
Bley-Vroman, R. 1989. What is the logical problem of foreign language learning? [A] . In S.M. Gass & J. Schachter (eds.). Linguistic Perspectives on Second Language Acquisition [C]. New York: Cambridge University Press. 41-68.
Boers, F. 2013. Cognitive linguistic approaches to teaching vocabulary: Assessment and integration [J]. Language Teaching 46 (2): 208-224.
EFCAMDAT. 2016. EF-Cambridge Open Language Database[DB/OL]. https://corpus.mml.cam.ac.uk/efcamdat/
Ellis, N.C. 2005. At the interface: Dynamic interactions of explicit and implicit language knowledge [J]. Studies in Second Language Acquisition 27 (2): 305–352.
Ellis, N.C., U. Römer & M.B. O'Donnell. 2016. Usage-based approaches to language acquisition [J]. Language Learning 66 (Supplement 1): 23-358.
Erman, B. & B. Warren.2000. The idiom principle and the open choice principle [J]. Text 20 (1): 29-62.
Jarvis, S. 2013. Defining and measuring lexical diversity [A]. In S. Jarvis & M. H. Daller (eds.). Vocabulary Knowledge: Human Ratings and Automated Measures [C]. John Benjamins.13-44.
Nida, E.A. 1998. Understanding English (胡壮麟、黄倩译)[M]. 北京:外语教学与研究出版社.
Ragheb, M. & M. Dickinson. 2011. Avoiding the comparative fallacy in the annotation of learner corpora [A]. In G. Granena, J.Koeth,S. Lee-Ellis, A. Lukyanchenko, G. P. Botana & E. Rhoades (eds.). Selected Proceedings of the 2010 Second Language Research Forum: Reconsidering SLA Research, Dimensions, and Directions [C]. Somerville: Cascadilla Proceedings Project. 114-124.
Safire, W. 2004. The Right Word in the Right Place at the Right Time: Wit and Wisdom from the Popular “On Language” Column in the New York Times Magazine [M]. New York: Simon & Schuster.
Schleppegrell, M. J. 2016. Series editor's foreword [J]. Language Learning 66 (Supplement 1): 15-17.
Sheen, Y. 2010. The role of oral and written corrective feedback in SLA [J]. Language Learning 32 (2): 169-179.
Swift, J. 1720. Proper words in proper places, make the true definition of a style. Letter to a Young Clergyman [J/OL]. [2017-01-09].https://en.wikiquote.org/wiki/Jonathan_Swift
Twain, Mark.1868. Letter to Emeline Beach [J/OL]. [2017-03-08]. https://georgewbushwhitehouse.archives.gov/firstlady/initiatives/twain.html
Wray, A. 2002. Formulaic Language and the Lexicon [M]. Cambridge: Cambridge University Press.
胡壮麟. 2011. 谈中国外语教育30年 [J]. 天津外国语大学学报 (4): 1-7.
李赋宁. 2005. 学习英语与从事英语工作的人生经历 [M]. 北京:北京大学出版社.
杨永林、丁韬. 2016. 互联网+时代,英语写作怎么教? [J]. 外语研究 (1): 60-63.

[1]	田秘, 赵永峰. 概念整合理论的批评认知语言学阐释——以“the *ly challenged”委婉构式为例[J]. 当代外语研究, 2021, 452(2): 84-95.
[2]	钟书能;武子婧;. “把个晴雯姐姐也没了”也是个把字句吗?[J]. 当代外语研究, 2020, 20(03): 83-92+119.
[3]	王寅. 像似性十辩——体认语言学的像似观新解[J]. 当代外语研究, 2019, 19(01): 57-66.
[4]	钟书能, 刘爽. 虚拟位移的语法构式特征研究[J]. 当代外语研究, 2017, 17(01): 51-56.
[5]	范莉;. 语言与思维:在语言发展的过程中[J]. 当代外语研究, 2016, 16(05): 6-15.
[6]	王露芳;. 在线写作自动评改系统在高职英语写作教学中的反馈效度研究[J]. 当代外语研究, 2016, 16(01): 53-56.
[7]	贺杰;周流溪;. 认知语言学视域下英汉爱情隐喻的哲学基础与文化映射[J]. 当代外语研究, 2015, 15(11): 30-35+78.
[8]	王容花;. 隐喻的“两只眼”——概念隐喻与语法隐喻之融合与互补[J]. 当代外语研究, 2014, 14(09): 36-41+77.
[9]	尚国文;. 用法决定语法——认知语言学的用法基础论[J]. 当代外语研究, 2014, 14(07): 17-22+77.
[10]	钟书能;马欣欣;. ICM理论对李煜词作的解读[J]. 当代外语研究, 2014, 14(05): 12-15+76.
[11]	Vyvyan Evans;张晓;. 《牛津认知语言学手册》述评[J]. 当代外语研究, 2014, 14(05): 68-72.
[12]	胡洁;. 科技术语翻译的文化特征及策略分析——以footprint的翻译为例[J]. 当代外语研究, 2013, 13(05): 53-57+78.
[13]	胡壮麟;. 我国认知符号学研究的发展[J]. 当代外语研究, 2013, 13(02): 6-10+77.
[14]	王寅;. 读书·教书·写书——兼论“继承与发展应用兼创新”[J]. 当代外语研究, 2013, 13(01): 1-5+79.
[15]	张媛;. 现代汉语动量词层现的认知模式假说——心智哲学与认知语言学的交叉研究[J]. 当代外语研究, 2012, 12(08): 21-25+76.

经典与新锐辉映,理论与应用齐飞——英语写作要加强“一体化”与“本体化”研究

Tradition and Innovation, Theory and Application—Let Us Explore Deep Knowledge Resources in Lexis, Usage and Syntax

PDF (PC)

可视化

摘要/Abstract

引用本文

使用本文

参考文献

相关文章 15

编辑推荐

Metrics

本文评价