基于意象图式理论小学英语介词教学的实证研究
发布时间：2021-03-20 19:47
意象图式是认知语言学家近年来关注的热门话题。迄今为止，许多研究者已经为意象图式下了定义，概括了其特征、功能及其在认知和概念化中所起的重要作用，并试图对其作出分类，为我们在意象图式理论指导下开展介词教学和研究提供了理论基础。目前，英语作为一门外语，是中国学生必学的一个科目。中国学生从小学直至大学甚至更高学历阶段都需要学习英语。然而，总体上来看，中国学习者学习英语的效果并不是很理想。介词作为英语的重要词类之一，是影响学习者学习效果的一个重要方面。介词属于虚词，名词短语、动词短语、形容词短语、从句乃至整个句子都需要它。它具有语法功能和语义内容的双重性质，因此具有比较灵活的用法，这在一定程度上给学习者提出了一种学习的挑战，也给英语教师提出了一个教学的难题。本研究旨在探讨基于意象图式理论的英语介词教学效果。本研究的研究问题是：1)基于意象图式理论的介词教学能帮助学生的介词学习吗？2)基于意象图式理论的教学方法比传统的教学方法更能提高学生的学习成绩吗？本研究以来自广州市白云区明德小学四年级两个班的84名学生为研究对象。随机指定其中一个班级为实验组，另一个班级为控制组。实验进行了两次测验――前测与后...
【文章来源】：广州大学广东省
【文章页数】：87 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
List of Tables
List of Figures
Chapter One Introduction
1.1 Research Background
1.2 Research Objectives and Significance
1.3 Research Methodology
1.4 Structure of the Thesis
Chapter Two Literature Review
2.1 Traditional Researches on English Prepositions
2.2 Previous Researches on English Preposition
2.2.1 Previous Researches on English Preposition Abroad
2.2.2 Previous Researches on English Preposition at Home
2.3 Summary
Chapter Three Theoretical Framework
3.1 Image Schema
3.1.1 The Definition of Image Schema
3.1.2 The Categorization of Image Schema
3.1.3 The Main Features of Image Schema
3.1.4 The Importance of Prepositions in English
3.1.5 The Application of Image Schema to Preposition Teaching
3.2 Image Schema of IN
3.2.1 The Central Image Schema of IN
3.2.2 The Dimensional Description of IN's Spatial Meanings
3.2.3 Static and Dynamic Meanings of IN
3.2.4 Extension meaning of IN
3.3 Image Schema of ON
3.3.1 The Central Image Schema of ON
3.3.2 Transformation of ON
3.3.3 Static and Dynamic Meanings of ON
3.3.4 Extension Meaning of ON
3.4 Image Schema of AT
3.4.1 The Central Image Schema of AT
3.4.2 Extension Meaning of AT
3.5 Preposition Teaching Based on Image Schema Theory vs. Traditional Preposition Teaching
Chapter Four Methodology
4.1 Research Introduction
4.2 Research Questions
4.3 Hypothesis
4.4 Subjects
4.5 Instruments
4.6 Procedures
4.7 Data Collection
4.8 Data Analysis
Chapter Five Results and Discussion
5.1 Analysis and Discussion on the Results of Pretest and Posttest of the Two Groups
5.1.1 Analysis and Discussion on the Results of the Control Group
5.1.2 Analysis and Discussion on the Results of the Experimental Group
5.1.3 Analysis and Discussion on the Results of Pretest of the Two Groups
5.1.4 Analysis and Discussion on the Results of Posttest of the Two Groups
5.2 Analysis and Discussion on the Results of the interview
5.3 Individual Analysis on the Biggest Progressive Pupils in the Two Groups
5.3.1 Individual Analysis on the Biggest Progressive Pupils in the Experimental Groups
5.3.2 Individual Analysis on the Biggest Progressive Pupils in the Control Groups
5.4 Individual Analysis on the Biggest Retrogressive Pupils in the Two Groups
5.4.1 Individual Analysis on the Biggest Retrogressive Pupils in the Two Groups
5.4.2 Individual Analysis on the Biggest Retrogressive Pupils in the Two Groups
Chapter Six Conclusion
6.1 Major Findings
6.2 Limitations of the Study and Suggestions for Further Study
References
Appendix
Acknowledgements
【参考文献】：
期刊论文
[1]基于意象图式理论下的介词‘off,at,behind’一词多义研究[J]. 冯德煜,程璐璐. 辽宁教育行政学院学报. 2012(04)
[2]意象图式理论对多义介词On、Over、Above习得作用的实证研究[J]. 陈晓湘,许银. 外语与外语教学. 2009(09)
[3]浅谈意象图式与英语介词的学习[J]. 孙妍. 安徽文学(下半月). 2009(01)
[4]In的空间概念和隐喻意义——基于语料库的空间隐喻研究[J]. 梅冰. 信阳师范学院学报(哲学社会科学版). 2008(03)
[5]用意象图式释义法进行英语方位介词教学[J]. 陈如丹. 广西教育学院学报. 2008(02)
[6]意象图式理论和隐喻性思维应用于大学英语介词教学中的实证研究[J]. 黄海燕,李瑛. 科技信息(科学教研). 2008(08)
[7]介词in的认知语义研究[J]. 陈英红,廖妍,戴明利. 湖南工程学院学报(社会科学版). 2007(02)
[8]On的多义现象的认知性阐释[J]. 师璐. 西安外国语学院学报. 2006(04)
[9]当代隐喻理论研究若干问题探讨[J]. 陈道明. 外语与外语教学. 2004(08)
[10]当代国外认知语言学研究的热点——第八届国际认知语言学大会论文分析[J]. 李福印. 外语研究. 2004(03)
硕士论文
[1]从认知角度看空间介词IN的隐喻拓展[D]. 熊英.贵州大学 2008
[2]英语介词的认知分析及其在教学中的应用[D]. 陈英红.重庆师范大学 2005
本文编号：3091565
【文章来源】：广州大学广东省
【文章页数】：87 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
List of Tables
List of Figures
Chapter One Introduction
1.1 Research Background
1.2 Research Objectives and Significance
1.3 Research Methodology
1.4 Structure of the Thesis
Chapter Two Literature Review
2.1 Traditional Researches on English Prepositions
2.2 Previous Researches on English Preposition
2.2.1 Previous Researches on English Preposition Abroad
2.2.2 Previous Researches on English Preposition at Home
2.3 Summary
Chapter Three Theoretical Framework
3.1 Image Schema
3.1.1 The Definition of Image Schema
3.1.2 The Categorization of Image Schema
3.1.3 The Main Features of Image Schema
3.1.4 The Importance of Prepositions in English
3.1.5 The Application of Image Schema to Preposition Teaching
3.2 Image Schema of IN
3.2.1 The Central Image Schema of IN
3.2.2 The Dimensional Description of IN's Spatial Meanings
3.2.3 Static and Dynamic Meanings of IN
3.2.4 Extension meaning of IN
3.3 Image Schema of ON
3.3.1 The Central Image Schema of ON
3.3.2 Transformation of ON
3.3.3 Static and Dynamic Meanings of ON
3.3.4 Extension Meaning of ON
3.4 Image Schema of AT
3.4.1 The Central Image Schema of AT
3.4.2 Extension Meaning of AT
3.5 Preposition Teaching Based on Image Schema Theory vs. Traditional Preposition Teaching
Chapter Four Methodology
4.1 Research Introduction
4.2 Research Questions
4.3 Hypothesis
4.4 Subjects
4.5 Instruments
4.6 Procedures
4.7 Data Collection
4.8 Data Analysis
Chapter Five Results and Discussion
5.1 Analysis and Discussion on the Results of Pretest and Posttest of the Two Groups
5.1.1 Analysis and Discussion on the Results of the Control Group
5.1.2 Analysis and Discussion on the Results of the Experimental Group
5.1.3 Analysis and Discussion on the Results of Pretest of the Two Groups
5.1.4 Analysis and Discussion on the Results of Posttest of the Two Groups
5.2 Analysis and Discussion on the Results of the interview
5.3 Individual Analysis on the Biggest Progressive Pupils in the Two Groups
5.3.1 Individual Analysis on the Biggest Progressive Pupils in the Experimental Groups
5.3.2 Individual Analysis on the Biggest Progressive Pupils in the Control Groups
5.4 Individual Analysis on the Biggest Retrogressive Pupils in the Two Groups
5.4.1 Individual Analysis on the Biggest Retrogressive Pupils in the Two Groups
5.4.2 Individual Analysis on the Biggest Retrogressive Pupils in the Two Groups
Chapter Six Conclusion
6.1 Major Findings
6.2 Limitations of the Study and Suggestions for Further Study
References
Appendix
Acknowledgements
【参考文献】：
期刊论文
[1]基于意象图式理论下的介词‘off,at,behind’一词多义研究[J]. 冯德煜,程璐璐. 辽宁教育行政学院学报. 2012(04)
[2]意象图式理论对多义介词On、Over、Above习得作用的实证研究[J]. 陈晓湘,许银. 外语与外语教学. 2009(09)
[3]浅谈意象图式与英语介词的学习[J]. 孙妍. 安徽文学(下半月). 2009(01)
[4]In的空间概念和隐喻意义——基于语料库的空间隐喻研究[J]. 梅冰. 信阳师范学院学报(哲学社会科学版). 2008(03)
[5]用意象图式释义法进行英语方位介词教学[J]. 陈如丹. 广西教育学院学报. 2008(02)
[6]意象图式理论和隐喻性思维应用于大学英语介词教学中的实证研究[J]. 黄海燕,李瑛. 科技信息(科学教研). 2008(08)
[7]介词in的认知语义研究[J]. 陈英红,廖妍,戴明利. 湖南工程学院学报(社会科学版). 2007(02)
[8]On的多义现象的认知性阐释[J]. 师璐. 西安外国语学院学报. 2006(04)
[9]当代隐喻理论研究若干问题探讨[J]. 陈道明. 外语与外语教学. 2004(08)
[10]当代国外认知语言学研究的热点——第八届国际认知语言学大会论文分析[J]. 李福印. 外语研究. 2004(03)
硕士论文
[1]从认知角度看空间介词IN的隐喻拓展[D]. 熊英.贵州大学 2008
[2]英语介词的认知分析及其在教学中的应用[D]. 陈英红.重庆师范大学 2005
本文编号：3091565
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