内感受神经科学视角下中国英语学习者的情绪概念迁移

Emotion Conceptual Transfer in Chinese L2 Learners from the Perspective of Interoceptive Neuroscience

摘要: 随着神经科学的发展，具身认知视角不再局限于身体外部运动对概念语义的加工，也逐渐开始探索身体内部的生理环境变化对于抽象概念的加工。而情绪概念的生成离不开内感受神经科学，内感受机制是其生成的基础。文章拟从内感受神经科学角度分析其概念迁移过程，作出中国英语学习者的情绪概念迁移理论模型。从概念迁移的五个不同维度对其进行描述，主要突出情绪概念迁移时，在情绪化概念的神经科学基础中，中文情绪概念化模型侧重于后脑岛以及中脑岛和下皮层区域的处理活动，而英文情绪概念化模型则侧重前脑岛和联合皮质层处的抽象化处理活动。且在情绪概念迁移的维度上，中国文化隐含在情绪经验中间接对于中文情绪概念生成产生影响，直接对反向情绪概念迁移具有阻碍作用，而与之对应，西方文化在学习者学习英语情绪概念时，可以帮助学习者获取英语情绪经验从而对其情绪概念迁移起到促进作用。

Abstract: With the development of neuroscience, the perspective of embodied cognition is no longer limited to the role of external movement of the body processing the conceptual semantics, but also gradually begins to explore the processing of abstract concepts based on changes in the physiological environment inside the body. The generation of emotional concepts cannot be separated from interoceptive neuroscience, and interoceptive mechanism is the basis of its generation. This paper intends to analyze the process of emotion conceptual transfer from the perspective of interoceptive neuroscience and make a theoretical model of emotion conceptual transfer in L2 Learners. From the five different dimensions of conceptual transfer, the theoretical model is described and it highlights that Chinese emotional conceptualization model focuses on the processing activities of posterior insula and mid insula and subcortical regions in brain, while English emotional conceptualization model focuses on anterior insula and associative cortices. And in the dimension of emotion conceptual transfer, Chinese culture implied the emotional experience for Chinese indirect influence on the generation of emotional concept while directly hindering the reverse transfer of emotional concepts. Correspondingly, when L2 learners learn the English emotion concept, the environment of western culture can help them to obtain English emotional experiences which then play a role to promote the emotion conceptual transfer.