意象图示理论在高中英语词汇教学中的应用研究

发布时间：2018-01-07 11:38

本文关键词：意象图示理论在高中英语词汇教学中的应用研究　出处：《闽南师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：词汇是构成语言的基本材料,是实现交际的重要手段,同时也是英语教学的核心内容。《普通高中英语课程标准(实验)》对词汇教学提出了更高的要求,不仅涉及“量”的增长,而且强调“质”的提高,然而,当前的词汇教学现状并不乐观,学生普遍反映词汇学习“费时低效”,教师也认为词汇教学“收效甚微”。因此,如何提高词汇教学水平,改善词汇学习方法就成为了国内外学者共同关心的课题。认知语言学的蓬勃发展为语言研究开辟了新的视野,人类逐渐认识到在语言与客观世界之间还存在着“认知”这个中间地带,从认知角度探讨英语教学有了新的理论基础。意象图式是人脑中的图像加工机制与已知信息和概念相结合的产物,它能够将抽象的概念具体化并通过高度概括的具体图形表现出来,以此展现单词之间看似独立实际却相互关联的意义,从本质上揭示了人类的认知行为对语言学习所产生的关键作用。本文以认知语言学中的意象图式为理论基础,以高中英语词汇教学为切入点,旨在验证“意象图式理论指导下的词汇教学能够提高学生的词汇学习成绩”、“意象图式理论在词汇教学中的应用能够增强学生的词汇学习兴趣”的实验假设。本研究选取了河北省唐山市某学校高二年段两个平行班为被试,于实验班进行了一学期的意象图式法教词汇的教学实验,控制班采用传统词汇教学方法,而后对收集到的数据进行分析。研究结果表明:意象图式理论指导下的实验班词汇成绩优于没有接受该方法的控制班,且该方法受到了实验班同学的普遍欢迎。本文采用定量与定性相结合的研究方法,得出了意象图式理论能够提高词汇学习成绩而且能够从一定程度上增强学生的词汇学习兴趣的研究结论。祈望对今后的词汇教学有所裨益。
[Abstract]:Vocabulary is the basic material of language formation, the important means of communication and the core content of English teaching. It not only involves the growth of "quantity", but also emphasizes the improvement of "quality". However, the present situation of vocabulary teaching is not optimistic, and students generally report that vocabulary learning is "time-consuming and inefficient". Teachers also think that vocabulary teaching has "little effect". Therefore, how to improve the level of vocabulary teaching. Improving vocabulary learning methods has become a common concern of scholars both at home and abroad, and the vigorous development of cognitive linguistics has opened up a new perspective for language research. Human beings have come to realize that there is still a "cognitive" middle zone between language and the objective world. There is a new theoretical basis for exploring English teaching from a cognitive perspective. Image schemata are the product of the combination of image processing mechanisms in the human brain with known information and concepts. It can concretize abstract concepts and express them through highly generalized concrete figures, thus showing the seemingly independent, practical but interrelated meanings of words. In essence, this paper reveals the key role of human cognitive behavior in language learning. This thesis is based on the image schema in cognitive linguistics and takes English vocabulary teaching in senior high school as the starting point. The purpose of this paper is to verify that "the vocabulary teaching under the guidance of image schema theory can improve the students' vocabulary learning achievement". The experimental hypothesis that the application of image schema theory in vocabulary teaching can enhance students' interest in vocabulary learning. This study selected two parallel classes of a school in Tangshan City, Hebei Province, as subjects. The experiment of image schema teaching vocabulary was carried out in the experimental class for one semester, and the traditional vocabulary teaching method was adopted in the control class. Then the data collected are analyzed. The results show that the experimental class's vocabulary score is better than that of the control class under the guidance of image schema theory. And this method is generally welcomed by the students in the experimental class. This paper adopts the method of combining quantitative and qualitative research. The conclusion is that image schema theory can improve the achievement of vocabulary learning and enhance the students' interest in vocabulary learning to a certain extent, and hope that it will be beneficial to vocabulary teaching in the future.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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