概念隐喻理论指导下的大学英语词汇教学

发布时间：2021-06-27 09:45

　　词汇学习对语言习得与学习起着重要作用。这一点已被学者，老师与学生所公认。同时，各种考核标准，如大学英语4,6级考试，对大学生的词汇要求也逐渐增加。于是教师努力教学词汇，同时学生也花大量时间学习词汇，但学生掌握词汇的效果并不明显。在听说读写中，大量学生仍然受词汇的困扰。如何解决这一问题？概念隐喻为人们提供了一种理解记忆词汇的新方法。根据概念隐喻理论，隐喻在我们的生活中无处不在。它不仅存在于我们的语言中，人们的思维和行动本质上都是隐喻性的。隐喻作为一种认知工具而语言是人们认知的产物，可见隐喻与语言之间有着密切的关系。因此，本文通过介绍隐喻作为一种认知工具，为老师和学生改进英语词汇教与学提供新的渠道。隐喻可以从认知的角度改进英语词汇教学。为此，本文在概述概念隐喻与外语教学的研究现状及介绍概念隐喻理论的基础上，结合目前教师与学生在词汇教与学中所面临的问题，从实证的角度探讨在大学英语词汇教学中应用概念隐喻能否有助于学生更深刻地理解和记忆词汇的问题。笔者对重庆科技学院控制班和实验班的学生进行为期一学期的教学对比实验。通过实验数据对比分析，结果表明：在英语词汇教学中运用概念隐喻有助于学生更深刻地理解... 

【文章来源】：重庆师范大学重庆市

【文章页数】：67 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Contents
Chapter One Introduction
    1.1 Research Background
    1.2 Significance and Purpose of the Research
        1.2.1 The Significance of the Research
        1.2.2 The Purpose of the Research
    1.3 The Structure of the Thesis
Chapter Two Literature Review
    2.1 A Historical Retrospect of the Studies of Foreign Vocabulary Teaching Abroad
    2.2 Studies of Foreign Vocabulary Teaching in China
    2.3 Studies Abroad on Appling Conceptual Metaphor Theory to Foreign Language Vocabulary Teaching
    2.4 Studies on Applying Conceptual Metaphor Theory to Foreign Language Vocabulary Taching in China
Chapter Three Conceptual Metaphor Theory
    3.1 Definition of Conceptual Metaphor
    3.2 The Working Mechanism of Conceptual Metaphor
    3.3 The Classification of Conceptual Metaphor
        3.3.1 Orientational Metaphor
        3.3.2 Ontological Metaphor
        3.3.3 Structural Metaphor
Chapter Four An Analysis of Conceptual Metaphor Theory in English Vocabulary Teaching
    4.1 Polysemous Words Analysis
    4.2. Idiomatic Expressions Analysis
    4.3 Cultural Implications
Chapter Five An Empirical Study
    5.1 Hypothesis
    5.2 Subjects
    5.3 Methods and Instruments
    5.4 Procedures
        5.4.1 Pretest
        5.4.2 Procedures of the Teaching Experiment
        5.4.3 Posttest
    5.5 Data Collection and Analysis
        5.5.1 Data Collection
        5.5.2 Data Analysis
Chapter Six Conclusion
    6.1 Findings of the Research
    6.2 The Pedagogical Implications
        6.2.1. Developing Students’ metaphorical Thinking
        6.2.2. Giving Priority to Basic Words and Analyzing the Polysemous Words and Some Word Formation
        6.2.3. Constructing Conceptual Metaphor Models
        6.2.4. Understanding Some Usages Based on Our Experience and Concrete Things
        6.2.5. Connecting Vocabulary Teaching with Culture
    6.3 Limitations of the Present Research
Bibliography
Appendix A
Appendix B
Appendix C
Appendix D
Acknowledgements



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