From Sapir-Whorf Hypothesis to Foreign Language Learning 社会语言学论文.docVIP

From Sapir-Whorf Hypothesis to Foreign Language Learning Abstract Sapir-Whorf Hypothesis, which studies the relationship between language and thought, it has played a leading role in the academic world for a long time. Some scholars claim that peoples thought was influenced, directly and definitely, by language. But some stick to the view that this hypothesis is characterized by the following shortcomings: the exaggeration of the function of language, the limited explanatory ability, the ignorance of diachronic change and language and the lack of ability to explain language variance. But after the analysis of the linguistic features of Chinese and English, as well as their respective modes of thought, both the strong and weak version seems invalid. Maybe it is more correct to say that language is the carrier of thought and reflects thought. Language and thought interact with each other. Though the relationship between language and thought is hard to define, the study itself has its implications for foreign language teaching and learning: in concept understanding, in syntax study or discourse study, as well as in vocabulary study, will be more effective if it is from different cognitive perspectives and different modes of thought. Contents Chapter I Introduction to Sapir-Whorf Hypothesis……………………………1 Chapter II Contrastive linguistic features of Chinese and English……………2 2.1 Parataxis and Hypotaxis……………………………………………….2 2.2 Active and Passive…………………………………………………….3 2.3 Dynamic and Static……………………………………………………3 2.4 Person and Imperson………………………………………………….4 Chapter III Contrastive thinking-patterns of Chinese and English…………...4 3.1 Ethics and Cognition………………………………………………….4 3.2 Synthetic and Analytic…………… ………………………………….5 3.3 Intuition and Evidence………………………………………………..5 3.4 Figur