从数字化阅读看中国文化的认知符号学解读

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2023-10-13 DOI:10.4018/ijcallt.332230
Yinggen Ke, Saengchan Hemchua
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引用次数: 0

摘要

文化差异和地缘政治争端严重阻碍了全球化进程。通过跨文化教育,提高跨文化意识,促进世界和平与健康发展,是消除跨文化误解、促进相互尊重的重要途径。本文从认知符号学的角度探讨数字化与阅读语言学习的融合如何为外语学习者提供更身临其境、更刺激的学习体验。问卷调查和访谈表明,数字阅读对跨文化教育的学习效果比传统纸质阅读更显著。数字阅读更准确地反映了认知交际、认知主体性和认知多样性。数字阅读与跨文化教育的结合使语言学习更容易、更有效,可以在促进中国文化的同时鼓励学生掌握目的语。
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A Cognitive Semiotic Interpretation of Chinese Culture Through Digitalized Reading
Cultural differences and geopolitical disputes severely impede the globalization process. As a method of eliminating cross-cultural misunderstandings and fostering mutual respect, it is crucial to increase cross-cultural awareness through cross-cultural education to support the world's peaceful and healthy development. This article investigates, from the perspective of cognitive semiotics, how the integration of digitization and language learning through reading can provide foreign language learners with a more immersive and stimulating learning experience. Questionnaires and interviews demonstrate that digital reading has exerted more significant learning effects on cross-cultural education than traditional paper reading. Digital reading reflects cognitive communication, cognitive subjectivity, and cognitive diversity more accurately. The integration of digital reading and cross-cultural education makes language learning more accessible and effective and can encourage students to grasp the target language while simultaneously promoting Chinese culture.
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来源期刊
CiteScore
3.00
自引率
14.30%
发文量
49
期刊介绍: The mission of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) is to publish research, theory, and conceptually-based papers that address the use and impact of and innovations in education technologies in advancing foreign/second language learning and teaching. This journal expands on the principles, theories, designs, discussion, and implementations of computer-assisted language learning. In addition to original research papers and submissions on theory and concept development and systematic reports of practice, this journal welcomes theory-based CALL-related book and software/application reviews.
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