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Cognitive Linguistics–Inspired Empirical Study of Chinese EFL Teaching

机译：认知语言学启发下的中国外语教学实证研究

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摘要

Aiming to verify how and why insightfulness of the CL-inspired approach can facilitate L2 or FL learners in the process of learning English as a second or a foreign language, an empirical study of Chinese EFL learners has been carried out in the authentic Chinese EFL classroom on the campus of Tianjin Foreign Studies University. After the classroom treatment, it has been found that the EG outperformed the CG by 21.7% based on the results from the delayed posttest in Experiment 1; by 6.73% in Experiment 2; by 6.61% in Experiment 3; by 21.7% in Experiment 4. The study has concluded that through awakening students’ metaphoric awareness and analyzing features of the image schematic structure, the CL-inspired approach benefits L2 or FL learners in the process of learning English as a foreign language with respect to lexical and grammatical competence, metaphorical and pragmatic or sociolinguist competence, including semantic comprehension in reading, writing and translation, particularly in terms of long-term retention of memory.
机译：为了验证基于CL的方法的洞察力如何以及为什么能帮助L2或FL学习者学习英语作为第二语言或外语，在真实的中国EFL课堂上对中国EFL学习者进行了实证研究。在天津外国语大学校园经过课堂处理后，根据实验1中延迟后测的结果，发现EG的效果比CG好21.7％。实验2中的6.73％;在实验3中提高了6.61％;实验4的成绩提高了21.7％。研究得出结论，通过唤醒学生的隐喻意识并分析图像示意图结构的特征，以CL启发的方法在学习英语作为外语的过程中使L2或FL学习者受益。词汇和语法能力，隐喻和语用或社会语言能力，包括阅读，写作和翻译中的语义理解，尤其是长期记忆力。

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