论认知语境在英语词义建构和理解中的作用

英语词义的建构和理解,是一个搜寻与认知语境最佳关联的过程,故认知语境在其中起了非常重要的作用。本文就试从关联理论的角度,探讨如何利用认知语境通过语用收缩和语用扩充来构建和理解词汇的意义,并从中得到一些对英语词汇习得和教学的启发。     

场独立和场依赖认知风格对大学生听力理解能力的影响

Witkin认知风格理论中通过镶嵌图形测试将学习者认知风格分为场独立性和场依赖性两种,场独立风格的学习者对外界或背景依赖程度小,场依赖风格的学习者对外界或背景的依赖程度大。场独立和场依赖认知风格对学习者的二语习得能力具有不同影响,听力理解能力同样受到不同认知风格的影响,学习者认清自身认知风格并在教师指导下有针对性地进行策略训练将有效提高听力理解水平。     

认知语言学理论与阅读理解——认知语言学理论对阅读理解的启示

认知语言学的经验主义语义观之优于客观主义与主观主义之处,在于它采用了经验主义的哲学观点,提出了主客观相结合的经验主义语义观,并用经验主义的语义观解释了阅读理解既包括对文本语言的理解,更包括对语言以外背景知识的理解之合理性.从认知语言学的角度看,阅读理解是一个复杂的心理过程.在此过程中,大脑贮存的语言知识图式和背景知识图式相互作用,不断地对新输入的信息进行验证、分析和推断,直至完成对文本的解码.对阅读理解过程的认知解析,在于揭示阅读的心理机制和思维规律,以促进阅读理解教学.     

母语思维认知过程对大学英语听力的影响

在外语语言知识的学习与言语技能的习得中,大学生的思维方式与儿童的母语习得过程是明显不同的。就前者而言,他们已经形成了母语的思维模式和语音动型,并且形成了带固有性特征的汉语思维方式,这种原有知识对外语听力的学习过程会产生深远的影响。通过大学英语教学的实践,从母语思维的认知策略角度,分析影响学生听力理解的因素,并提出相关对策。     

语境的要素研究与话语认知互动分析

从语境要素中的上下文、言语交际发生的行为环境及场景和认知环境三个方面来探讨话语的语境意义及其动态特征，并证实语境在语言中是动态的而不是静态的，对理解和推导话语含义具有指导作用。     

语境的要素研究与话语认知互动分析

从语境要素中的上下文、言语交际发生的行为环境及场景和认知环境三个方面来探讨话语的语境意义及其动态特征,并证实语境在语言中是动态的而不是静态的,对理解和推导话语含义具有指导作用。     

议认知语境与话语理解

本文对认知语境与对话理解进行了探讨,认为与传统语境相比,认知语境更清楚更有力地解释了语境对话语生成和理解的作用和制约。     

The Effect of Learner Variables Cognitive Style on Learning Performance in a Vocational Training Environment

Abstract Computer‐based Training (CBT) is frequently seen as a solution for companies seeking to increase effectiveness of vocational training programmes. In this study, 257 Train Operators from London Underground's Central Line viewed a short Computer‐based Training (CBT) module. They also sat a Cognitive Styles Analysis (CSA), which measures an individual's position on two cognitive dimensions: Verbal‐Imager and Wholist‐Analytic (Riding, 1991). Analysis was then conducted on the influence on learning performance of age, cognitive style and attitude to technology. Age was found to significantly influence performance on all post‐test measures. Imagers were found to perform better on post‐test measures involving naming or identifying location of equipment than Verbalisers or Bimodals. Distribution of cognitive styles were found to be skewed on both dimensions and the implications for both CBT instruction and broader corporate considerations are discussed.     

The Interaction of Reader and Task Factors in the Assessment of Reading Comprehension

This study examined the effects of selected reader and task variables on reading comprehension performance. Fifty deaf students and 61 hearing students of comparable reading skill level were blocked by cognitive style scores into field dependent or field independent groups. Subjects read 12 passages and completed selected-response and constructed-response question tasks under both lookback and no-lookback conditions. The passage questions tapped both text-explicit and text-implicit information. Several reader and task interaction effects were found to be significant, particularly for lookback conditions and constructed-response tasks. Moreover, cognitive style interacted with hearing state on tasks involving lookback options. Implications are drawn for further consideration of differential test administration and training in test-taking skills for certain types of readers.     

翻译过程中理解与表达的认知透析

翻译过程实际上是一种认知活动过程,这个活动过程中对原文意思的理解和对原文的转换表达的质量对译文的质量起着决定作用。本文以实例进行分析,研究理解和表达两个环节中的认知障碍所导致的种种翻译问题。     

外语听觉认知及超认知策略

听力理解是一个运用陈述性知识和程序性知识的过程,不是被动接受声学信号或刺激,而是主动利用语音、句法、语义等信息去辨认声学刺激,并对声学信息进行过滤、重组、编码和信息整合储存。听力是一种技能。技能的获得经历认知、联想、自动化三个阶段。自动化就是技能的熟练,表现为速度与准确性达到很高的程度。由于听力理解过程中信息材料稍纵即逝的特点,学习者的语言技能需要达到自动化的程度。也正由于这个特点,学习者会产生时间上和理解上的心理压力。为了减轻这种压力,除了运用语言认知策略外,还需要运用超认知的策略。     

The Effects of Cooperative and Competitive Background Experiences of Students on the Play of a Simulation Game

Abstract

Sixty fifth and sixth grade subjects were randomly assigned to cooperative (Coop) or competitive (Comp) conditions and involved with identical inquiry-related social studies lessons and reward payoffs over a period of 18 days. Coop subjects worked together in randomly assigned groups of six, but Comp subjects worked individually. Afterwards, Coop groups and Comp groups (subjects randomly assigned) played the simulation game Seal Hunt undertdentical conditions, including options of "winning" in cooperative and/ or competitive fashion. Analysis of video tapes of game play revealed that even in the absence of a pre-structured cooperative or competitive environment, Coop subjects, more than Comp subjects, continued to manifest such cooperative behavior as instituting and implementing group strategies and rendering assistance to one another (p .05)     

基于理解性任务的小数理解调查研究

为了解师生对小数的理解情况,研究开发了小数理解性任务,并对52名五年级学生和15名教师（6名职前,9名在职）进行了测试。结果表明:师生共运用了9种思维策略,其中“组成部分思维”与“等值思维”为两种主要策略;教师和学生的主要思维策略是一致的,教师的思维策略分布更复杂,但思维深度并不高于学生。9种思维策略可概念化为基于符号形式和基于符号意义两种思考路径。基于所建构的思维策略与思维路径,研究认为教学需对小数概念进行整合,建构多元理解下的小数概念整体:在宏观筹划上贯彻概念联系,在概念理解上聚焦概念结构,在概念发展中注重概念的双重性质。     

认知语境与英语阅读理解

阅读理解是一个明示一推理的动态认知过程。本文在探讨关联理论出现之前的阅读模式所存在不足的基础上,阐析了认知语境对句子、篇章解读的影响,对认知语境的研究将有助于提高语言理解的效率。     

Cognitive Analysis on English Listening Comprehension Problems

In order to improve students' listening ability, teachers must know the nature of listening comprehension, and what are the problems during the process of listening for the students. Therefore, in this paper, the author adopted three-stage model of listening proposed by Anderson to help teachers trace the source of the problems in listening comprehension and guide learners how to deal with or overcome some of the listening problems.     

基于合作能力的竞争优势

从产生合作的经营环境入手,讨论企业获取资源的3种机制;给出合作的几种方式。分男0从市场机遇识别、合作的价值链环节、合作意识和合作管理机构几个方面论述了从合作中获得竞争优势所需要的条件,论证了合作竞争优势来自于企业自身原有的核心能力和企业对合作的优秀管理能力。     

竞争与合作:政治辩论语言中的合作原则

合作原则在语用学中是一项重要的内容和研究课题,该文从语用学的角度出发,以美国总统竞选中的政治辩论语言为例,探讨合作原则在言语交际中的作用,从而帮助我们分析会话含义,提高我们的言语交际水平,以顺利达到交际的目的。     

认知语境与幽默言语的理解

从认知语境角度出发,通过对众多实例的分析,探讨其对幽默言语理解和表达的影响和制约,主要体现在语义理解、认知效果、意图解读和文化背景方面。     

Cognitive Development and Comprehension of Physics Concepts

Summaries

English

The purpose of this study was twofold: (1) to investigate the cognitive development of llth‐grade science students in Jordan; and (2) to investigate the relationship between cognitive development of science students and their comprehension of concrete and formal physics concepts.

The sample of this study consisted of 389 secondary science students (209 males and 180 females) of the school year 1979‐1980. Cognitive development of the students was measured by an Arabic version of the Longeot Test. Comprehension of physics concepts was assessed by an achievement test constructed by the researchers and validated by teachers of physics and the science supervisor in the Irbid district of Jordan.

The study did not reveal any significant difference between males and females in cognitive development. Moreover, it revealed that only 17% of the students were formal thinkers, whereas 52% were concrete thinkers.

The 2×3 ANOVA revealed that cognitive level was a highly significant factor in the comprehension of both concrete and formal concepts. It also revealed that while sex was not a significant factor in the comprehension of concrete concepts, it was a significant factor in the comprehension of formal concepts. The interaction between sex and cognitive level was not significant in the comprehension of both types of concepts.     

文化图式与隐喻的认知理解

简要介绍文化图式与隐喻的认知理解。探讨了跨文化交际中,文化图式在隐喻的认知理解中所起到的制约作用及不同表现形式。提出有效地进行文化图式的共享和运用,是隐喻的认知理解成功的关键。