1)cognitive linguistic theory认知语言学理论
英文短句/例句
1.Cognitive Linguistic Theory and Reading Comprehension --A Cognitive Linguistic View on Reading Comprehension;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
2.Interposition and guiding in the cognitive process --On interaction between cognitive linguistics and language teaching认知过程中的干预和引导——从认知语言学理论看语言教学中的互动
3.Analysis of GO by Cognitive Linguistic Theory;GO——一个认知语言学理论的角度
4.Cognitive Linguistics and Its Revelation to Dictionary Explanation认知语言学理论对词典释义的阐释力
5.The Application of Cognitive Linguistic Theory to Vocabulary Teaching of College English;认知语言学理论在大学英语词汇教学中的应用
6.The Implications of Cognitive Linguistics Theories for Vocabulary Teaching;认知语言学理论对大学英语词汇教学的启示
7.A Study of Applying Cognitive Linguistic Theories to English Vocabulary Pedagogy;认知语言学理论在英语词汇教学中的应用研究
8.An Elementary Exploration of English Vocabulary Teaching and Learning in Senior High School Based on Cognitive Linguistics;基于认知语言学理论上的高中英语词汇教学
9.The Theoretical Basis of Cognitive Linguistics in the Research-based Teaching of English;英语研究型教学的认知语言学理论依据
10.On Cognitive Linguistics Penetration of Political Classroom Teaching;论认知语言学理论在政治教学中的渗透
11.How to Use Congnitive Linguistic Theory in English Fast Reading;如何用认知语言学理论指导英语快速阅读
12.Influence of Linguistic Relativity on Cognitive Linguistic Theory of Metaphor;语言相对论对认知语言学隐喻理论的影响
13.The Orientation and Nature of CL--Rethinking Cognitive Linguistics (2)认知语言学的理论取向与实质——认知语言学学理反思之二
14.Complementarity Analysis on Cognitive Linguistics and Relevance Theory;试论认知语言学与关联理论的互补性
15.The Cognitive Academic Language Learning Approach In Second Language Teaching;第二语言教学中的语言学习认知理论(英文)
16.Comparative Study Between Chomsky′s Linguistic Theories and Cognitive Linguistics;乔姆斯基语言理论和认知语言学对比研究
17.Language Sign and Cognition:Rethinking Linguistic Theory of F.de Saussure;语言·符号·认知──关于索绪尔语言学理论的再思考
18.From Language to Mind:the Theoretic Progress of Cognitive Anthropology;从语言到心智:认知人类学的理论进展
相关短句/例句
theories of linguistics and cognitive psychology语言学和认知心理学理论
3)cognitive linguistics认知语言学
1.Integration of Cognitive Linguistics and Critical Discourse Analysis;试论认知语言学与批评话语分析的融合
2.The Recontextualization of Cognitive Linguistics and its Implication for FLT;认知语言学的回归语境化及其对外语教学的启示
3.Embodied Conceptualization:A New Semantic View of Cognitive Linguistics;认知语言学的意义新观:体验性概念化——十三论语言体验性
4)Cognitive Approach and Linguistics认知学和语言学
5)cognitive psychology of language语言认知心理
1.This paper,by discussing the approaches to the Chinese-characterized translation of the loan words from English,tries to explore the regulations from the modern Chinese language characteristics and the underlying cognitive psychology of language in the absorption of the loan words.从英语外来词汉化翻译的主要形式出发,阐述英语外来词的汉化翻译受现代汉语语言特点的规约,并探讨汉语吸收外来词过程中潜在的语言认知心理,以期更好地理解和吸收英语外来词。
6)nuerocognitive linguistics神经认知语言学
1.As newly-developed linguistic theories,Nuerocognitive Linguistics and Neurolinguistics both study the relationship between human language and human brain.神经认知语言学以有限的大脑神经的研究成果作为框架,通过分析语言现象来构建理论模式,从而表述和解释语言系统;神经语言学主要通过对言语障碍的神经病理机制的研究来探讨语言和大脑的关系。
延伸阅读
布鲁纳认知发展阶段理论布鲁纳认知发展阶段理论Bruner's theory of stages of cognitive development 布鲁纳认知发展阶段理论(BrUner’s山e(叮of stages of eognitive develoPment)J.S.布鲁纳是美国认知心理学的重要代表人物之一，其认知发展阶段理论深受J‘皮亚杰理论的影响他从结构论观点出发，以表征作为测量认知发展的指标，把儿童认知发展划分为三个阶段:(l)动作表征阶段。儿童主要通过动作来组织、再现外界事物的特征，注意单一而不稳定，只能从做中学，很少有反省思维的参与。(2)形象式表征阶段。儿童显示出有构成环境经验的内在表象的实际能力，通常在5一6岁发展到顶点。(3)符号式表征阶段。大约出现在青春期。儿童开始能够应付命题，能用一种层次结构来达到概念化和决定可能性，并用一种形式把它们结合起来。布鲁纳认为认知发展的三个阶段是有次序性和连续性的，后一种表征的发展有赖于前一种表征的发展。同时，这三个阶段虽同年龄有关，但在很大程度上因文化和教育的不同而加快发展或停滞。 (白学军撰林索德审)
