概念隐喻理论下的英语习语教学策略研究

发布时间：2021-09-01 20:16

　　英语习语（English idiom）是指那些长期以来相沿习用、结构固定、含义特殊的短语或句子。成语、俗语、谚语、俚语、典故、惯用语、短语动词以至格言、歇后语和时髦语都归为习语系列。习语作为一种独特的语言表达方式,在日常语言交流中使用频繁、广泛,对它的掌握往往是英语学习者对于一种语言掌握程度的标志。然而由于习语本身所具有的一些词汇特征、隐喻性表达方式以及相应的文化、社会属性,往往使学生感到习语很难理解和掌握,有时即使“死记硬背”,还是收效甚微,所以在实际应用中多把习语作为一种固定结构加以模仿、套用。对此英语教师同样感到困惑与无奈,习语在成为词汇教学核心内容的同时也成为教学中的难点。从以往二语习得的教学实践看来,习语的习得速度最慢,教学效果也相对较差,可见传统的习语教学方法已经难以适应目前的习语教学需求。Lakoff&Johnson （1980,1993）提出的概念隐喻理论为习语习得研究提供了一个全新的视角。概念隐喻理论作为认知语言学等多学科的一个重要研究成果,不仅从理论上更新了习语的认知理念,同时进一步明确了习语的语义理据,指出概念隐喻理论是习语重要的语义理论基础,习语的语义是... 

【文章来源】：东北林业大学黑龙江省 211工程院校 教育部直属院校

【文章页数】：69 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
1 Introduction
    1.1 Research Background
    1.2 Research Objectives and Significance
        1.2.1 Objectives
        1.2.2 Significance
    1.3 The Originality of Research
    1.4 Summary
2 Literature Review
    2.1 Conceptual Metaphor
    2.2 Characteristics of Conceptual Metaphor
    2.3 The Relationship between the Conceptual Metaphor and Idiom
    2.4 The Relationship between the Conceptual Metonymy, Conventional Knowledge andIdioms
        2.4.1 Conceptual Metonymy in Cognitive Domain
        2.4.2 Conventional Knowledge in Cognitive Domain
    2.5 Overseas and Domestic Research Status
        2.5.1 Overseas Research Status
        2.5.2 Domestic Research Status
    2.6 Summary
3 The Necessity and Feasibility of Introducing
    3.1 The Definition of Idiom
    3.2 Classification of Idiom
    3.3 The Cognitive Motivation of Idiom
        3.3.1 Traditional Cognitive Concept of Idiom
        3.3.2 Idiom Cognition Based on Conceptual Metaphor
        3.3.3 Theoretical Basis of Idiom Cognitive Motivation
        3.3.4 The Cognitive Mechanism of Idiom
    3.4 Cultural and Social Attributes of Idiom
        3.4.1 Cultural Attributes of Idiom
        3.4.2 Social Attributes of Idiom
    3.5 Problems of Idiom Teaching and Reasons
    3.6 The Necessity of Introducing Conceptual Metaphor into Idiom Teaching
    3.7 The Theoretical Basis of Introducing Conceptual Metaphor into Idiom Teaching
    3.8 Summary
4 Methodology
    4.1 Research Hypothesis
    4.2 Participants
    4.3 Instruments
        4.3.1 Materials
        4.3.2 Pre-test paper
        4.3.3 Teaching process
        4.3.4 Post-test paper
    4.4 Results of pre-test and post-test
        4.4.1 Results of pre-test
        4.4.2 Results of post-test
5 The Idiom Teaching Strategies Based on Conceptual Metaphor
    5.1 Implied Cultural Background of Idioms
    5.2 The Cultivation of Metaphoric Competence
    5.3 The Guidance of Conceptual Reorganization
    5.4 he Accumulation of Metaphoric Cognitive Experience
    5.5 The Improvement of Metaphoric Innovation Competence
    5.6 Suggestions on Idiom Teaching
    5.7 Summary
6 Some Advice for Idiom Learners
    6.1 Grasping the Cultural Background of Idiom
    6.2 Accumulating the Examples of Idiom Metaphoric Expression
    6.3 Broadening the Metaphoric Thinking Perspective
    6.4 Enhancing Comprehensive Competence of Language
    6.5 Summary
7 Conclusion
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Publications During M.A. Study
Acknowledgements


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