概念隐喻视角下的大学英语词汇教学实证研究

发布时间：2022-02-23 21:21

　　概念隐喻广泛存在人们的日常生活中,是沟通具体源域和抽象目标域的桥梁。它是人们思维中的意象图式,在遵循不变原则和目标域优先原则下,通过源域去理解目标域,构建源域向目标域的跨隐喻映射。概念隐喻理论常常应用于英语词汇教学中,尤其存在于一词多义、习语和词汇的文化蕴含中,有助于词汇的学习。在大学英语词汇教学中,大多数学生花费很多时间学习词汇,而收获较少。本文以概念隐喻理论为视角展开了对大学英语词汇教学的实证研究。本文的研究问题有三：一,概念隐喻理论怎样影响大学英语词汇教学?二是隐喻意识和隐喻能力怎样影响词汇学习?三是概念隐喻理论对词汇长期记忆和词汇习得能力造成什么样的影响?本研究是以60位非英语专业大二学生为被试,分为实验班和控制班,分别对两个班级采取实验教学和传统教学。通过一次前测和三次后测发现：第一,前测中两个班级没有显著差异,在第一次后测中,控制班和实验班的平均成绩分别是66.97和73.9,说明利用此理论进行词汇教学,效果要优于传统词汇教学。其次,通过分析两次后测的统计结果,发现控制班和实验班的学生的平均成绩分别从66.97和73.9上升到72.07和78.6,分数提高幅度均相对较少,但... 

【文章来源】：南京师范大学江苏省211工程院校

【文章页数】：104 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Contents
List of Tables
List of Figures
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Significance
    1.3 Feasibility
    1.4 Organization
Chapter Two Literature Review
    2.1 Previous Studies on Conceptual Metaphor
        2.1.1 Abroad
        2.1.2 At Home
    2.2 Previous Studies on Foreign Language Vocabulary Teaching
        2.2.1 Abroad
        2.2.2 At Home
    2.3 Previous Studies on Conceptual Metaphor Theory with Foreign Language Vocabulary Teaching
        2.3.1 Abroad
        2.3.2 At Home
    2.4 Summary
Chapter Three Theoretical Framework
    3.1 Basic Notions
        3.1.1 Conceptual Metaphor
        3.1.2 Metaphorical Mapping
        3.1.3 Metaphorical Expression
        3.1.4 Metaphorcal Awareness
        3.1.5 Metaphorical Competence
        3.1.6 Polysemy
        3.1.7 Idiom
        3.1.8 Cultural Implication
    3.2 Relevant Theories
        3.2.1 Image Schema Theory
        3.2.2 The Invariance Principle
        3.2.3 Target Domain Overrides Principle
        3.2.4 Conceptual Fluency Theory
    3.3 Theoretical Framework of This Thesis
    3.4 Summary
Chapter Four The Application of Conceptual Metaphor Theory in Practice
    4.1 The Teaching of Polysemy
    4.2 The Teaching of Idioms
        4.2.1 Structural Metaphor and Idiom
        4.2.2 Ontological Metaphor and Idiom
        4.2.3 Orentational Metaphor and Idiom
    4.3 The Teaching of Cultural Implications
        4.3.1 Conceptual Metaphor and Cultural Similarity
        4.3.2 Conceptual Metaphor and Cultural Difference
        4.3.3 Conceptual Metaphor and Cultural Implications of Vocabulary
    4.4 Cultivation of Metaphorical Awareness
    4.5 Cultivation of Metaphorical Competence
    4.6 Summary
Chapter Five Empirical Study
    5.1 Research Questions
    5.2 Subjects
    5.3 Instruments
    5.4 Research Procedures
        5.4.1 Pretest
        5.4.2 Experimental Instructions
        5.4.3 Posttests
Chapter Six Results and Discussion
    6.1 Data Analysis of Pretest
    6.2 Data Analysis of Posttests
    6.3 Summary
Chapter Seven Concluslion
    7.1 Major Findings
    7.2 Pedagogical Implications
    7.3 Limitations
    7.4 Suggestions for Further Studies
Bibliography
Appendix Ⅰ Teaching Plans of Conceptual Metaphor
    Teaching Plan 1
    Teaching Plan 2
    Teaching Plan 3
    Teaching Plan 4
    Teaching Plan 5
Appendix Ⅱ Pretest
    Pretest Paper
Appendix Ⅲ Posttest
    Posttest Paper 1
    Posttest Paper 2
    Posttest Paper 3
Appendix Ⅳ List of Metaphorical Vocabulary for Both Two Classes
Acknowledgements


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