认知语言学视角下的中国小学生英语介词on教学实证研究

发布时间：2019-03-26 10:25

【摘要】：英语介词一直是外语学习者必须学习的语言知识,在我国英语教学中非常重要。在2015年成都地区小学五年级教学大纲中明确指出,介词是英语学习的核心知识,必须列入测试范围。可见,介词在小学英语学习阶段就已经体现出其重要性了。但在英语课堂上,教师多采用传统的教学方法教学,忽略了介词各义项之间的认知关系,使学习者机械记忆词义,尤其是小学阶段更是如此,这就导致许多小学段的语言学习者深感介词的多义性太复杂、太抽象,无法真正理解,更难以灵活运用。因此,如何使小学段的语言学习者更好地理解和灵活运用介词,成了认知语言学者及教师们的当务之急。认知语言学以人类体验认知为基础对多义现象进行研究,认为体验认知是介词意义的基本来源。目前认知语言学对介词的研究主要集中在理论层面,主要研究了over,through,with,in等,对于介词on的研究相对较少。教学应用研究也有所涉及,但实验对象多以成年学生为主,把小学生作为研究对象的教学研究相对不足。鉴于此,本研究从认知语言学的视角探讨英语介词on的教学研究,研究对象为小学五年级的22名语言学习者。实验对象分为实验班和控制班,分别采用认知语言学教学方法和传统教学方法。研究过程包括前测、教学过程、后测和访谈四个阶段。研究发现:(1)在教授英语介词on时,认知语言学方法教授的实验组比传统教学方法教授的控制组表现好,这表明前者更有助于小学英语学习者正确理解和运用介词;(2)认知语言学教学方法能在一定程度上促进小学英语学习者学习英语介词的兴趣。本教学研究的启示是,在英语介词的教学过程中,教师可运用认知语言学理论指导小学英语学习者理解介词的多义性,让他们从小了解介词多义性形成的认知机制,提高英语学习效果。
[Abstract]:English preposition has always been the language knowledge that foreign language learners must learn, and it is very important in English teaching in China. In the fifth grade syllabus of Chengdu primary school in 2015, it is clearly pointed out that preposition is the core knowledge of English learning and must be included in the scope of the test. It can be seen that prepositions in the primary school English learning stage has shown its importance. However, in English classes, teachers often use traditional teaching methods, ignoring the cognitive relationship between the various meanings of prepositions, so that learners can memorize the meanings of words mechanically, especially in the primary school stage. This causes many primary school language learners to feel that the polysemy of prepositions is too complex, too abstract to really understand, and even more difficult to use flexibly. Therefore, it is an urgent task for cognitive linguists and teachers to make language learners in primary school better understand and use prepositions flexibly. Cognitive linguistics studies polysemy on the basis of human experiential cognition and holds that experiential cognition is the basic source of prepositional meaning. At present, the research on preposition in cognitive linguistics is mainly focused on the theoretical level, mainly on over,through,with,in and so on, but the research on preposition on is relatively few. The research on teaching application is also involved, but the experimental objects are mainly adult students, and the teaching research on primary school students is relatively insufficient. In view of this, this study explores the teaching of English preposition on from the perspective of cognitive linguistics. The subjects of this study are 22 language learners in the fifth grade of primary school. The subjects are divided into experimental class and control class. Cognitive linguistics teaching method and traditional teaching method are used respectively. The research process includes four stages: pre-test, teaching process, post-test and interview. The results are as follows: (1) when teaching English preposition on, the experimental group of cognitive linguistics teaching is better than the control group of traditional teaching methods, which indicates that the former is more helpful for primary English learners to understand and use prepositions correctly; (2) Cognitive linguistics teaching method can promote the interest of primary school English learners in learning English prepositions to a certain extent. The enlightenment of this teaching research is that in the process of teaching English prepositions, teachers can use cognitive linguistics theory to guide primary school English learners to understand the polysemy of prepositions and make them understand the cognitive mechanism of the formation of prepositions polysemy from an early age. Improve English learning results.
【学位授予单位】：西华大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

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