初中英语课堂语境认知机制的构建与运行—— “他者”交际主体、“我们的英语”与认知图式的三维互动

EDTR

Educational Theory Observation

2995-50172995-5025

Art and Technology

10.61369/EDTR.2026100060

Article

初中英语课堂语境认知机制的构建与运行—— “他者”交际主体、“我们的英语”与认知图式的三维互动https://artdesignp.com/journal/EDTR/4/10/10.61369/EDTR.2026100060徐昊晟

2026

410

2026-10-20

义务教育英语课程标准（2022年版）》把真实语境中的学习活动摆在突出位置，课堂随之成为意义协商的主要场所。本文融通语用学、认知语言学与二语习得的研究成果，选取交际主体、教学语言和认知图式三个变量，尝试搭建初中英语课堂语境认知模型，并对其心理机制加以分析。研究认为，初中英语课堂的语境认知并非由教师单方面预设，而是师生以“他者”身份相互调适、即时共建的过程：双方的语用身份协商提供身份资源，“我们的英语”这一课堂多语实践及其容错机制提供语言资源，文化、内容、结构三类图式的交互激活提供认知资源。三者彼此支撑，共同促成即时课堂语境的生成。据此，本文提出四点教学建议，以期为课堂互动与语境化教学设计提供参照。语境认知,认知机制,认知图式,英语国际通用语,初中英语课堂

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