当代外语研究 2012, 384(12) 18- DOI:      ISSN:  CN

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DILIN LIU
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Combining Cognitive and Corpus Linguistic Approaches in Language Research and Teaching: Theoretical Grounding, Practices, and Challenges
DILIN LIU
摘要

Cognitive Linguistics and corpus linguistics have emerged as arguably the two most influential contemporary linguistic approaches in applied linguistics, as evidenced by an increasing number of studies using either one or the other approach. However, due perhaps to the surface differences between them, there has not been much research on how the two approaches can be combined to make language research more valid and language teaching more effective. This paper discusses the need and existing effort to integrate the two linguistic approaches in language research and teaching. The paper first explores the theoretical grounds and rationales for combining them. It then describes how such a combined approach may enhance (1) the validity and reliability of research on language use and (2) the effectiveness of language learning/teaching. Finally, the paper discusses the challenges and future directions of employing such a combined approach.

关键词
Combining Cognitive and Corpus Linguistic Approaches in Language Research and Teaching: Theoretical Grounding, Practices, and Challenges
DILIN LIU
Abstract:

Cognitive Linguistics and corpus linguistics have emerged as arguably the two most influential contemporary linguistic approaches in applied linguistics, as evidenced by an increasing number of studies using either one or the other approach. However, due perhaps to the surface differences between them, there has not been much research on how the two approaches can be combined to make language research more valid and language teaching more effective. This paper discusses the need and existing effort to integrate the two linguistic approaches in language research and teaching. The paper first explores the theoretical grounds and rationales for combining them. It then describes how such a combined approach may enhance (1) the validity and reliability of research on language use and (2) the effectiveness of language learning/teaching. Finally, the paper discusses the challenges and future directions of employing such a combined approach.

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