概念隐喻理论在高中英语写作教学中的应用研究

发布时间：2024-06-12 04:11

　　英语写作是人们用英语语言外化经验世界的概念认知过程。因此,写作水平除了与语言水平有关,还与人对外部世界的概念化能力有关。概念隐喻是人们认识世界以及认知输出的重要方式,二者有一定的相关性。近年来,在应用语言学的研究中,已有学者将概念隐喻理论应用于外语教学实践,探讨该理论对教学的作用。在提高英语写作水平上,前人从不同的视角对概念隐喻理论进行研究,如邓雪梅(2013),曹蔓(2011)等,但针对基础教育的研究较少。概念隐喻作为人们认识和理解外部世界的一种重要认知手段,是否能提高英语写作水平仍然值得探究。本文基于Lakoff和Johnson的概念隐喻理论,主要研究以下三个问题:1.基于概念隐喻理论的教学是否会提高学生的写作成绩?2.基于概念隐喻理论的教学会在哪方面(主题契合度,结构,词汇以及语言使用)提高学生的写作成绩?3.在提升的分项中,哪个方面提升得最快?本研究选取汝州实验中学高一年级22班和24班学生作为实验对象,进行了为期三个月的教学实验。其中22班(50人)作为实验班,采取概念隐喻的教学方法;24班(50人)为对照班,采取常规的教学方法。实验前,研究者为了检验两个班的水平是否相当,进...

【文章页数】：101 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Chapter One Introduction
    1.1 Research Background
    1.2 Research Significance
        1.2.1 Theoretical Significance
        1.2.2 Practical Significance
    1.3 The Outline of this Thesis
Chapter Two Literature Review
    2.1 Previous Studies on Conceptual Metaphors
        2.1.1 Studies Abroad
        2.1.2 Studies at Home
    2.2 Previous Research on Conceptual Metaphor Theory in English Teaching
        2.2.1 Studies Abroad
        2.2.2 Studies at Home
    2.3 Summary
Chapter Three Theoretical Foundation
    3.1 Definition of Conceptual Metaphors
    3.2 Classification of Conceptual Metaphors
        3.2.1 Orientational Metaphors
        3.2.2 Ontological Metaphors
        3.2.3 Structural Metaphors
    3.3 Characteristics of Conceptual Metaphors
        3.3.1 Pervasiveness
        3.3.2 Systematicness
        3.3.3 Coherence
    3.4 The Working Mechanism of Conceptual Metaphors
    3.5 Summary
Chapter Four Research Design
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Instruments
        4.3.1 The Pre-test
        4.3.2 The Post-test
        4.3.3 Interview
        4.3.4 Evaluation Methods and Data ProcessingInstrument
    4.4 Teaching Procedures
        4.4.1 Overall Experimental Program in EC
        4.4.2 Teaching Procedures
Chapter Five Results and Discussion
    5.1 Pre-test Analysis
    5.2 Post-test Analysis
        5.2.1 Independent Samples T-Test of Post-test in CCand EC
        5.2.2 Comparison Results
        5.2.3 Analysis of the Promotion of Four Aspects
    5.3 Qualitative Results and Discussion
    5.4 Discussion
        5.4.1 The effectiveness of conceptual metaphor theory in ImprovingStudents’ Writing Ability
        5.4.2 Students’ Writing in Content
        5.4.3 Students’ Writing in Organization
        5.4.4 Students’ Writing in Vocabulary
        5.4.5 Students’ Writing in Language Use
        5.4.6 Summary
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications for EFL Learning
    6.3 Limitations of the Study
    6.4 Suggestions for Further Study
Acknowledgments
Bibliography
Appendix A Teaching Materials and Teaching Content
Appendix B Pre-test
Appendix C Post-test
Appendix D Analytic Scoring Scale
Appendix E Interview Questions
Appendix F Pre-test Writing Samples
Appendix G Post-test Writing Samples
Appendix H Abbreviation



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