认知语言学理论在短语动词教学中的应用
发布时间：2024-03-31 10:20
短语动词是英语外语学习者所面临的巨大挑战,因为短语动词不具系统性,难以掌握。短语动词学习的主要困难在于其语义不透明性和多义性。受形式主义语言学和行为主义理论影响,短语动词被认为是具有高度习语性的预制语块,只能通过机械记忆进行学习,耗时费力。认知语言学的发展使小品词认知理据的重要性逐渐被认识。在短语动词教学中呈现小品词的认知网络具有积极影响。尽管使用小品词认知理据进行短语动词教学的研究为数不少,但是鲜有研究关注到直接呈现小品词语义网络和通过发现学习法帮助学习者提升自身的概念建构能力以理解小品词语义网络之间的差别。此外,小品词不同种类的边缘义项的认知差异也需要进一步研究。本文比对并分析了短语动词教学的三种不同教学方法的教学效果:传统教学法、认知演绎教学法和认知归纳教学法,旨在认知语言学和发现学习的理论框架内,寻求针对中国学习者的更有效、更合适的教学方法以及小品词不同类型的意义的迁移策略。本研究以山东某重点大学73名一年级非英语专业本科生为受试,将其随机分-为三组,并分别对其施以不同的教学方法。控制组接受传统教学法教学干预。另外两个实验组接受以认知语言学理论为基础的教学,强调三个目标小品词o...
【文章页数】：246 页
【学位级别】：博士
【文章目录】：
Abstract
摘要
List of Abbreviations
Chapter 1 Introduction
1.1 Research background
1.2 Significance of the study
1.3 Organization of the dissertation
Chapter 2 Literature Review
2.1 Definition of phrasal verbs
2.2 Classification of phrasal verbs
2.3 Complex properties of phrasal verbs
2.4 Applications of cognitive motivation in vocabulary teaching
2.5 Phrasal verbs in the cognitive linguistic perspective
2.5.1 Polysemous semantic networks of prepositions
2.5.2 Cognitive motivations of particles
2.6 Pedagogical studies of phrasal verbs
2.6.1 Problems in teaching phrasal verbs
2.6.2 CL-inspired method versus traditional method
2.6.3 Teaching approaches to phrasal verbs
2.7 Research gap
Chapter 3 Theoretical Underpinnings
3.1 Image Schema
3.2 Conceptual metaphor theory
3.3 Categorization and prototype theory
3.4 Discovery Learning
3.5 Hypotheses of this study
Chapter 4 Research Methodology
4.1 Participants
4.2 Materials and instruments
4.2.1 Criterion of particle selection
4.2.2 Handouts
4.2.3 Power Points
4.2.4 Lesson plans and justifications
4.2.5 Test design
4.3 Procedure
4.3.1 The pilot study
4.3.2 The formal study
4.4 Data collection
Chapter 5 Results
5.1 Comparison of the traditional and the CL-inspired teaching methods
5.1.1 The immediate test
5.1.2 The 3-day delayed posttest
5.1.3 The 10-day delayed posttest
5.2 Comparison of the two cognitive teaching methods
5.2.1 The immediate test
5.2.2 The 3-day delayed posttest
5.2.3 The 10-day delayed posttest
5.3 Prototypical and peripheral senses
5.4 Lower-level and Higher-level peripheral senses
Chapter 6 Discussion
6.1 Traditional versus CL-inspired teaching methods
6.2 Deductive versus inductive teaching methods
6.3 Prototypical versus peripheral senses
6.4 Lower-level versus higher-level peripheral senses
Chapter 7 Pedagogical implications
1. CL-inspired teaching approach should be integrated into the teaching of phrasal verbs
2. Deductive explicit instruction and explanations of cognitive motivations of particles should be focused upon teaching phrasal verbs, with the guided discovery teaching method as a facilitative method
3. Figurative thinking of learners should be cultivated
4. Guided discovery learning could be a great help in language class
Chapter 8 Conclusion
8.1 Major findings of the study
8.2 Contributions of the study
8.3 Limitations of the study
8.4 Suggestions for further research
References
Appendices
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Acknowledgements
Publications
学位论文评阅及答辩情况表
本文编号：3943859
【文章页数】：246 页
【学位级别】：博士
【文章目录】：
Abstract
摘要
List of Abbreviations
Chapter 1 Introduction
1.1 Research background
1.2 Significance of the study
1.3 Organization of the dissertation
Chapter 2 Literature Review
2.1 Definition of phrasal verbs
2.2 Classification of phrasal verbs
2.3 Complex properties of phrasal verbs
2.4 Applications of cognitive motivation in vocabulary teaching
2.5 Phrasal verbs in the cognitive linguistic perspective
2.5.1 Polysemous semantic networks of prepositions
2.5.2 Cognitive motivations of particles
2.6 Pedagogical studies of phrasal verbs
2.6.1 Problems in teaching phrasal verbs
2.6.2 CL-inspired method versus traditional method
2.6.3 Teaching approaches to phrasal verbs
2.7 Research gap
Chapter 3 Theoretical Underpinnings
3.1 Image Schema
3.2 Conceptual metaphor theory
3.3 Categorization and prototype theory
3.4 Discovery Learning
3.5 Hypotheses of this study
Chapter 4 Research Methodology
4.1 Participants
4.2 Materials and instruments
4.2.1 Criterion of particle selection
4.2.2 Handouts
4.2.3 Power Points
4.2.4 Lesson plans and justifications
4.2.5 Test design
4.3 Procedure
4.3.1 The pilot study
4.3.2 The formal study
4.4 Data collection
Chapter 5 Results
5.1 Comparison of the traditional and the CL-inspired teaching methods
5.1.1 The immediate test
5.1.2 The 3-day delayed posttest
5.1.3 The 10-day delayed posttest
5.2 Comparison of the two cognitive teaching methods
5.2.1 The immediate test
5.2.2 The 3-day delayed posttest
5.2.3 The 10-day delayed posttest
5.3 Prototypical and peripheral senses
5.4 Lower-level and Higher-level peripheral senses
Chapter 6 Discussion
6.1 Traditional versus CL-inspired teaching methods
6.2 Deductive versus inductive teaching methods
6.3 Prototypical versus peripheral senses
6.4 Lower-level versus higher-level peripheral senses
Chapter 7 Pedagogical implications
1. CL-inspired teaching approach should be integrated into the teaching of phrasal verbs
2. Deductive explicit instruction and explanations of cognitive motivations of particles should be focused upon teaching phrasal verbs, with the guided discovery teaching method as a facilitative method
3. Figurative thinking of learners should be cultivated
4. Guided discovery learning could be a great help in language class
Chapter 8 Conclusion
8.1 Major findings of the study
8.2 Contributions of the study
8.3 Limitations of the study
8.4 Suggestions for further research
References
Appendices
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Acknowledgements
Publications
学位论文评阅及答辩情况表
本文编号：3943859
本文链接：https://www.wllwen.com/shoufeilunwen/rwkxbs/3943859.html