这一模型描述了语言习得的心理学基础、加工过程及图式的形成过程，说明人的认知语法在语言习得中的重要作用。
The model describes the psychological basis and processing features as well as the process of the formation of the schemas, revealing the importance of cognitive grammar in language acquisition.
在历时描写的基础上，本课题试图运用心理认知理论来解释程度副词语法化的生成机制。
In the basis of diachronic description, this paper attempts to apply psychological theory to explain the formation mechanism of the grammaticalization of degree adverbs.
文章从哲学和心理学基础、语言共性论、语言研究的途径以及语义的地位等四方面将生成语法与认知语法进行了比较。
This paper compares generative grammar and cognitive grammar from four aspects: philosophical basis universal view of language research methodology and the status of semantics.
文章从哲学和心理学基础、语言共性论、语言研究的途径以及语义的地位等四方面将生成语法与认知语法进行了比较。
This paper compares generative grammar and cognitive grammar from four aspects: philosophical basis, universal view of language, research methodology and the status of semantics.
第二部分介绍本研究的的理论基础，其中包括范畴化，隐喻和转喻，认知语法和着眼点及核心概念。
The second part goes on to introduce the adopted cognitive semantic theories including the theory of categorization, metaphor and metonymy.
第二部分介绍本研究的的理论基础，其中包括范畴化，隐喻和转喻，认知语法和着眼点及核心概念。
The second part goes on to introduce the adopted cognitive semantic theories including the theory of categorization, metaphor and metonymy.
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