语言认知研究

Preface

1 Metacognitive Awareness Guidance in the Teaching of EFL Reading

1.1 Introduction

1.2 Literature review

1.3 Method

1.4 Results and discussion

1.5 Conclusions

References

2 Cognitive Analysis of the Ordering of Multiple Attributives of English Sentences

2.1 Introduction

2.2 Literature Review

2.3 Theoretical Framework

2.4 Cognitive Analysis of the Ordering of Multiple Attributives of English Sentences

2.5 Pragmatic Value of the Ordering of Multiple Attributives

2.6 Conclusions

References

3 An Embodied Study of Gradient Features of English Spatial Prepositions

3.1 Introduction

3.2 Spatial Prepositions， Metaphor and Gradient

3.3 Theoretical Framework of Embodied Cognition

3.4 Research Design

3.5 Gradient Features of English Spatial Prepositions

3.6 Conclusions

References

4 Embodied Analysis of Generation and Comprehension of Verb-Particle Constructions

4.1 Introduction

4.2 Literature Review of Verb-Particle Constructions

4.3 Theoretical Framework of Embodied Cognition

4.4 Research Design

4.5 Embodiment of Generation and Comprehension of VPCs

4.6 Conclusions

References

5 A Contrast Study of Uyghur Middle School Students' Cognition of Colour Codability in English and Chinese

5.1 Background of the Study

5.2 Literature Review: Studies of Color Terms

5.3 The Prototype Theory and the Holistic Model as Theoretical Framework

5.4 Methodology

5.5 Similarities and Differences of Uyghur Middle School Students' Color Codability in English and Chinese

5.6 Conclusions

References

6 An ECM Analysis of Reciprocal Functions of News Headline Interrogatives

6.1 Research Background

6.2 Literature Review

6.3 Theoretical Framework

6.4 Research Methodology

6.5 Applications of ECM and CRP to Reciprocal Functions of Interrogatives

6.6 Conclusions

References

7 Cognitive Study of Textual Functions of Passive Sentences in Abstracts of English Academic Papers

7.1 Introduction

7.2 Literature Review of Studies of Passive Sentence

7.3 Theoretical Frameworks

7.4 Research Methodology

7.5 Textual Function Analysis of Passive sentences of Abstracts in Journal of Pragmatics

7.6 Conclusions

References

8 Cognitive Study of the Pragmatic Functions of Discourse Marker Well

8.1 Background of the Study

8.2 Previous Studies on Discourse Markers

8.3 Theoretical Framework

8.4 Research Design

8.5 Corpus—based Analysis of Pragmatic Functions of Discourse Marker Well

8.6 Conclusions

References

9 A Cognitive and Metapragmatic Awareness Study of the Functions of YoH Kn！OW

9.1 Introduction

9.2 Literature Review

9.3 An Analysis of You Know as a Discourse Marker

9.4 Metapragmatic Awareness of You Know from Textual Perspective

9.5 Metapragmatic Awareness of You Know from Interpersonal Perspective

9.6 Factors Influencing the Use of You Know

9.7 Conclusions

References

10 A Survey of the Studies on Preposition Over from the Perspective of Embodied Theory

10.1 Introduction

10.2 Grammatical Studies of Over

10.3 Semantic Studies of Over

10.4 Evaluation of the Approaches Employed in Previous Studies of Over

10.5 Embodied Hypothesis Model

10.6 Conclusions

References

中文摘要

1 英语阅读教学中的元认知意识指导

2 英语多层定语语序的认知语用分析

3 英语空间介词渐变特征的具身研究

4 动词一小品词结构生成与理解的具身分析

5 维族中学生英汉色彩语码认知对比研究

6 疑问句新闻标题交互功能的事件域认知模型分析

7 英语学术论文摘要中被动旬语篇功能的认知分析

8 话语标记语well语用功能的认知分析

9 You know功能的认知与元语用意识研究

10 基于具身理论的介词Over-研究综述

《语言认知研究（英文版）》研究内容涉及英语多层多语语序、空间介词渐变特征、动词—小品词结构、多语色泽语码认知、疑问句交互功能、被动句的语篇功能、话语标记语等，范围较为广泛，但并不散乱，以认知语言学基本原理为理论基础，研究问题相对集中，研究内容明确。全书分为10章，大致分为侧重于词汇与标记语、侧重语法结构和侧重于阅读教学等三个主要方面，结构较为完整，各章之间在理论基础、研究方法、以及研究内容的内在性方面具有较强的关联性。