From Sapir-Whorf Hypothesis to Foreign Language Learning

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1、FromSapir-WhorfHypothesistoForeignLanguageLearningAbstractSapir-WhorfHypothesis,whichstudiestherelationshipbetweenlanguageandthought,ithasplayedaleadingroleintheacademicworldforalongtime.Somescholarsclaimthatpeople'sthoughtwasinfluenced,directlyanddefinite

2、ly,bylanguage.Butsomesticktotheviewthatthishypothesisischaracterizedbythefollowingshortcomings:theexaggerationofthefunctionoflanguage,thelimitedexplanatoryability,theignoranceofdiachronicchangeandlanguageandthelackofabilitytoexplainlanguagevariance.Butafte

3、rtheanalysisofthelinguisticfeaturesofChineseandEnglish,aswellastheirrespectivemodesofthought,boththestrongandweakversionseemsinvalid.Maybeitismorecorrecttosaythatlanguageisthecarrierofthoughtandreflectsthought.Languageandthoughtinteractwitheachother.Though

4、therelationshipbetweenlanguageandthoughtishardtodefine,thestudyitselfhasitsimplicationsforforeignlanguageteachingandlearning:inconceptunderstanding,insyntaxstudyordiscoursestudy,aswellasinvocabularystudy,willbemoreeffectiveifitisfromdifferentcognitivepersp

5、ectivesanddifferentmodesofthought.ContentsChapterIIntroductiontoSapir-WhorfHypothesis……………………………1ChapterIIContrastivelinguisticfeaturesofChineseandEnglish……………22.1ParataxisandHypotaxis……………………………………………….22.2ActiveandPassive…………………………………………………….32.3Dynamica

6、ndStatic……………………………………………………32.4PersonandImperson………………………………………………….4ChapterIIIContrastivethinking-patternsofChineseandEnglish…………...43.1EthicsandCognition………………………………………………….43.2SyntheticandAnalytic……………………………………………….53.3IntuitionandEvidence…………………………………

7、……………..53.4FigurativethinkingandLogicthinking……………………………….5ChapterIVRelationshipbetweenlanguageandthought……………………..6ChapterVTheimplicationofRelationshipbetweenlanguageandthoughtonforeignlanguagelearning…………………………………………..75.1Conceptuallevel……………………………………………

8、…………..75.2Wordlevel……………………………………………………………85.3Syntacticlevel………………………………………………………..85.4Textuallevel…………………………………………………………9ChapterVIConclusion…………………………………………………9References.....................................