| Summary: | 博士 === 國立臺中教育大學 === 語文教育學系碩博士班 === 107 === The key points of language learning are the understanding of knowledge in learning process, the acquisition of knowledge learning, and the access of language related knowledge from sequential recall to any recall awareness. Nowadays, Minna language (for the following, Taiwanese for short) teaching in Taiwan neglects the necessity of building curriculum on curriculum theory; Text style is limited in nursery rhymes; Related researches on the intersection of cognitive linguistic and Taiwanese teaching method are in demands. Therefore, this study takes the theory of cognitive linguisticas the theory base, makes Taiwanese teaching theory alive, and puts situational learning into Taiwanese teaching to assist students in learning course content and concept cognition.
This thesis mainly consists of three parts. The first part is Introduction, which includes the introductory section, a discussion of the importance of curriculum theory, and a further discussion of the curriculum theory of this thesis—the origin of the theory of cognitive linguistic, language and recognition, the association with Psychology, and an investigation into related papers; The second part is the axis of this thesis, which introduces core issues of cognitive linguistic and its intersection with Taiwanese teaching method, and which contains a discussion of how scope theory assimilates into Taiwanese phrases and the application of image schema in Taiwanese intonation class; the application of metaphor theory and Taiwanese teaching method, with the assimilation of metaphor theory to enrich Taiwanese teaching; conceptual blending theory and Taiwanese learning, and the build-up of Taiwanese language learning strategies; The third part is the conclusion.
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