A Preliminary Exploration of the Cultivation of College Students' Critical Thinking from the Perspective of Embodied-Cognitive Linguistics
DOI:
https://doi.org/10.54097/gyr6rq30Keywords:
Embodied-cognitive Linguistics, College Students, Critical Thinking Skills, CultivationAbstract
Cultivating students' critical thinking skills is a core requirement of China's current initiative of "integrating literature, history, and philosophy into the New Liberal Arts", and has been explicitly identified as a key objective of high-quality foreign language education in the new era. Starting from existing researches on cultivating college students' critical thinking, this paper concludes a teaching research with a text “Face to Face with Hurricane Camille” as a case from the perspective of Embodied-Cognitive Linguistics, which is intended to explore how to foster students' critical thinking in English teaching. The result shows that Embodied-Cognitive Iconicity and Embodied-Cognitive Metaphor Theory contribute to students' mastery of linguistic knowledge, enhancement of literary appreciation, and development of critical thinking skills.
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