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不同语言观反映了人们对语言本质的不同理解，深刻地影响着语言教学实践。20世纪的三场语言学革命催生了体认语言学以及语言体认观。语言体认观强调语言的体认性，倡导教师开展体认语言教学，引导学生探究语言生成的理据，促进其学习从低阶理解记忆向高阶思维发展，由是体认语言教学观逐渐成为外语教学的新趋向。开展体认语言教学不仅有助于学生掌握语言知识，更能培养他们的思维能力，具有重要的现实指导意义。
Abstract：Different views on language reflect different understandings of the essence of language and profoundly influence language teaching practices. The 20th century witnessed three linguistic revolutions,which in turn gave rise to embodied-cognitive linguistics and the embodied-cognitive view on language. This perspective emphasizes the experiential and cognitive nature of language, advocating embodied-cognitive teaching in language education. Such an approach encourages teachers to guide students to explore the rationale behind language and its grammar, fostering their progression from lower-order understanding and memorizing to higher-order thinking. This approach has gradually become a new trend in language teaching.Implementing embodied-cognitive language teaching not only helps students master language knowledge but also fosters their thinking, thus providing significant practical guidance.
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基本信息:
DOI：10.13564/j.cnki.issn.1672-9382.20250718.002
中图分类号:H319
引用信息:
[1]覃修桂,黄兴运.外语教学的新趋向：体认语言教学理论与实践初探[J].中国外语,2025,22(04):17-22.DOI:10.13564/j.cnki.issn.1672-9382.20250718.002.
基金信息: