- 學位論文
運用認知語言學為高中學生搭建閱讀詩的認知階梯
Bridging the Gap Between Poets and Readers: Applying Cognitive Linguistics to Poetry Teaching in Senior High School
摘要
在傳統的教學上，語文教師多從修辭及文意理解出發，強調語言的修飾功能與所表述的涵義，少對生活經驗與情感陶冶的引領，我們以為這樣的教學，學生所學得的是片段表面的理解，而非對文本的全面深入探究，以致無法融會貫通於其他文本的理解。即使有教師能發覺此一現象，卻又因不了解閱讀歷程及學生在其中所遭遇的困難，只能依自己的閱讀經驗反覆進行解說，而無有效的因應之道。 由於認知語言學是一門強調經驗與認知能力對語言使用與理解深具影響力的科學，認為語言是在我們的生理基礎、社會文化、客觀環境與認知能力交互作用下的產物。它能提供教師理解作者透過語言所展現的思維，也能協助教師理解學生閱讀時的認知歷程。本研究擬運用認知語言學的觀點分析白萩〈雁〉與王昌齡〈從軍行〉二詩，探究認知語言學是否能提供教師教學上的理據。由於〈雁〉是一首詠物詩，教師多將雁的飛翔直接解讀為人類對理想的追尋，而缺乏對此一理解過程的引領，以致學生無由從飛翔延伸至其他方面的理解；而〈從軍行〉是一首邊塞詩，歷來詮釋觀點不一，教師能將不同的觀點都告知學生，卻無法說明造成觀點歧異的原因，致使學生僅能進行記憶性的背誦。 既然文本由語言構成，那麼能否從文本著手，解開歧異，或是透過分析文本的語言，尋求適合的閱讀教學方式，本文認為認知語言學可以提供教師理解詩人的創作意圖，以及學生在閱讀時的認知歷程，故將文本分析的結果轉化為教學設計及檢驗教學成效的檢驗設計。
並列摘要
The teaching of literature in traditional high school classroom has focused on rhetoric and interpretation of the text without paying attention to experiencing the life and emotions hidden behind the work. We think that this kind of teaching cannot increase students’ motivation to learn or to read. Besides, what being acquired is fragmental knowledge rather than reading ability. In view of this, this study intends to explore how to apply cognitive linguistics to text analysis and shed light on the course design of poetry teaching. Cognitive linguistics emphasizes the effects of experience and cognitive ability on language use and understanding. It is believed that language is the product of physiological basis, social culture, objective environment, and cognitive ability. The experiential view and the prominence view of cognitive linguistics can be used to explain the characteristics of conciseness, image, and music in poetry. Two poems are chosen to demonstrate how cognitive linguistics can provide motivated interpretation and once the teachers realize the motivation, they are well-equipped to evoke the cognitive or cultural model as well as to arouse the awareness of conceptual metaphor to facilitate the understanding of the image portrayed in 雁, which belongs to Yong Wu Shi (詠物詩), a special type of Chinese poetry describing a person through the depiction of an object. As cognitive linguistics regards construal as incorporated into meaning, such theory as The Reference Point Construction can be used to explain the divergent views on the interpretation of poems as exemplified in the Military Song (從軍行) by Wang Changling. Finally, two poems of similar nature, Wolf’s Wandering by Ji Xian and the Ancient Military Song by Li Qi, are used to show that the analysis can be extended to other texts or to check whether the students can apply what they have learned to the understanding and appreciation of other poems.