An Investigation of Conceptual Metaphors in Nigerian ESL Uni
发布时间：2020-12-10 18:52
自从Lakoff和Johnson(1980)的《我们赖以生存的隐喻》出版以来,关于隐喻在人类生活不同领域的普遍应用和解释的学术著作和研究源源不断。有关隐喻的文献综述表明,隐喻研究在教学语境中,尤其在第二语言环境下,学生作文的隐喻研究方面尚未得到批判性的研究。事实上,尼日利亚学术界对以英语为第二语言的学习者的隐喻表达没有给予任何关注。因此,本研究以尼日利亚ESL大学生为研究对象,对其英语作文中的概念隐喻进行了调查,旨在发现学生作文中的概念隐喻,该研究结果以期对改善尼日利亚大学教育系统二语教学有一定指导作用。在研究过程中,作者以Lakoff&Johnson的概念隐喻理论(CMT)、Vygotsky的社会文化理论(SCT)和Oxford等人(1998)的四种教育哲学观点为理论框架。本研究的数据来源于测试和问卷调查,并以此为研究工具,对尼日利亚贡贝州的联邦大学Kashere(FUK)的240名学生和贡贝州立大学(GSU)的240名学生进行抽样调查。收集的数据用简明的百分比进行分析,以回答提出的研究问题。研究分析表明,尼日利亚ESL大学生作文中共有68个不同的概念隐喻组,其中:关于教师的...
【文章来源】：西南大学重庆市 211工程院校 教育部直属院校
【文章页数】：294 页
【学位级别】：博士
【文章目录】：
Acknowledgements
Abstract
摘要
CHAPTER ONE INTRODUCTION
1.1 Background of the Study
1.2 A Glance into Gombe State,Nigeria and its Education System
1.3 Significance of the Study
1.4 Purposes of the Study
1.5 Research Questions
1.6 Working Definition of Terms
1.7 Organization of this Dissertation
CHAPTER TWO LITERATURE REVIEW
2.1 Introduction
2.2 Advent and Status of English Language in Nigeria
2.3 ESL Essay Teaching-learning Process in Nigerian University System
2.4 Metaphor Researches in Nigeria
2.5 Metaphor in Second Language Learning and the Theory of Interlanguage
2.6 Second Language Metaphor Learning,Competence and Challenges
2.7 Classifications of Conceptual Metaphor in ESL Compositions
2.8 Summary
CHAPTER THREE THEORETICAL FOUNDATIONS
3.1 Introduction
3.2 Historical Trends and Views on Metaphor
3.3 Lakoff and Johnson’s Conceptual Metaphor Theory（CMT）
3.4 Vygotsky’s Sociocultural Theory（SCT）
3.4.1 Zone of Proximal Development in Vygotskyan Sociocultural Theory
3.4.2 The Concept of Scaffolding in Sociocultural Theory
3.4.3 The Concept of Internalization in Sociocultural Theory
3.4.4 The Concept of Mediation in Sociocultural Theory
3.5 Oxford et al.’s（1998）Metaphor Model in Educational Settings
3.5.1 The Educational Philosophical Perspective on Social Order
3.5.2 The Educational Philosophical Perspective on Cultural Transmission
3.5.3 The Educational Philosophical Perspective on Learner-Centered Growth
3.5.4 The Educational Philosophical Perspective on Social Reform
3.6 Summary
CHAPTER FOUR RESEARCH METHODOLOGY
4.1 Introduction
4.2 Research Type
4.3 Population,Sample and Sampling Techniques
4.4 Instrumentation
4.5 Procedure for Data Collection
4.6 Data Analysis Technique
4.7 Summary
CHAPTER FIVE CONCEPTUAL METAPHORS IN NIGERIAN ESL UNIVERSITY STUDENTS' ESSAYS
5.1 Introduction
5.2 Mapping in Conceptual Metaphors in Nigerian ESL University Students' Essays
5.3 Discussions on Conceptual Metaphors in Nigerian ESL University Student’ Essays
5.4 Conceptual Metaphors in Nigerian ESL University Students' Essays under the Four Educational Philosophical Perspectives
5.4.1 Conceptual Metaphors under Social Order Educational Philosophical Perspectives
5.4.2 Conceptual Metaphors under Cultural Transmission Educational Philosophical Perspective
5.4.3 Conceptual Metaphors under Learner-Centered Growth Educational Philosophical Perspective
5.4.4 Conceptual Metaphors under Social Reform Educational Philosophical Perspective
5.6 Summary
CHAPTER SIX DISCUSSION BASED ON THE VYGOTSKY’S SOCIOCULTURAL THEORY（SCT）
6.1 Introduction
6.2 Sociocultural Theory Views on Conceptual Metaphor in Nigerian ESL University Students' Essays
6.3 Summary
CHAPTER SEVEN DIFFERENCE IN CONCEPTUAL METAPHOR IN NIGERIAN ESL UNIVERSITY STUDENTS’ ESSAYS
7.1 Introduction
7.2 Differences in Conceptual Metaphor in Nigerian ESL University Students' Essays Based on Their Gender
7.3 Differences in Conceptual Metaphor in Nigerian ESL University Students' Essays Based on their School
7.4 Difference in Conceptual Metaphor in Nigerian ESL University Students' Essays Based on their Levels
7.5 Differences in Conceptual Metaphors in Nigerian ESL University Students' Essays Based on their Areas of Specialization
7.6 Summary
CHAPTER EIGHT CONCLUSION
8.1 Introduction
8.2 Major Research Findings
8.3 Implications of the Research Findings for Improvement of Teaching and Learning of ESL in the Nigerian University System
8.4 Limitations and Prospects
References
Appendices
Appendix One A Map of Africa Showing Nigeria
Appendix One B Map of Nigeria Showing Gombe State
Appendix One C Map of Gombe State
Appendix Two A Letter to the Research Respondent
Appendix Two B
Appendix Three Sample of the Stamped Students' Essay
Appendix Four Proposed Research Work Plan
Appendix Five Total Number of Conceptual Metaphor in Nigerian ESL University Students' Essays on Teachers,Students and Importance of Studying English Language
Appendix Six A Conceptual Metaphors on Teachers in Nigerian ESL University Students' Essays Based on Respondents' Gender
Appendix Six B Conceptual Metaphors on Students in Nigerian ESL University Students' Essays Based on Respondents' Gender
Appendix Six C Conceptual Metaphors on the Importance of Studying English Language in Nigerian ESL University Students' Essays Based on Respondents' Gender
Appendix Seven A Conceptual Metaphors on Teachers in Nigerian ESL University Students' Essays Based on Respondents' School Type
Appendix Seven B Conceptual Metaphors on Students in Nigerian ESL University Students' Essays Based on Respondents' School Type
Appendix Seven C Conceptual Metaphors on the Importance of Studying English Language in Nigerian ESL University Students' Essays Based on Respondents' School Type Conceptual Metaphor
Appendix Eight A Conceptual Metaphors on Teachers in Nigerian ESL University Students' Essays Based on Respondents' Academic Levels
Appendix Eight B Conceptual Metaphors on Students in Nigerian ESL University Students' Essays Based on Respondents' Academic Levels
Appendix Eight C Conceptual Metaphors on the Importance of Studying English Language in Nigerian ESL University Students' Essays Based on Respondents' Academic Levels
Appendix Nine A Conceptual Metaphors on Teachers in Nigerian ESL University Students' Essays Based on Respondents' Areas of Specialization
Appendix Nine B Conceptual Metaphors on Students in Nigerian ESL University Students' Essays Based on Respondents' Areas of Specialization
Appendix Nine C Conceptual Metaphors on the Importance of Studying English Language in Nigerian ESL University Students' Essays Based on Respondents' Areas of Specialization
本文编号：2909202
【文章来源】：西南大学重庆市 211工程院校 教育部直属院校
【文章页数】：294 页
【学位级别】：博士
【文章目录】：
Acknowledgements
Abstract
摘要
CHAPTER ONE INTRODUCTION
1.1 Background of the Study
1.2 A Glance into Gombe State,Nigeria and its Education System
1.3 Significance of the Study
1.4 Purposes of the Study
1.5 Research Questions
1.6 Working Definition of Terms
1.7 Organization of this Dissertation
CHAPTER TWO LITERATURE REVIEW
2.1 Introduction
2.2 Advent and Status of English Language in Nigeria
2.3 ESL Essay Teaching-learning Process in Nigerian University System
2.4 Metaphor Researches in Nigeria
2.5 Metaphor in Second Language Learning and the Theory of Interlanguage
2.6 Second Language Metaphor Learning,Competence and Challenges
2.7 Classifications of Conceptual Metaphor in ESL Compositions
2.8 Summary
CHAPTER THREE THEORETICAL FOUNDATIONS
3.1 Introduction
3.2 Historical Trends and Views on Metaphor
3.3 Lakoff and Johnson’s Conceptual Metaphor Theory（CMT）
3.4 Vygotsky’s Sociocultural Theory（SCT）
3.4.1 Zone of Proximal Development in Vygotskyan Sociocultural Theory
3.4.2 The Concept of Scaffolding in Sociocultural Theory
3.4.3 The Concept of Internalization in Sociocultural Theory
3.4.4 The Concept of Mediation in Sociocultural Theory
3.5 Oxford et al.’s（1998）Metaphor Model in Educational Settings
3.5.1 The Educational Philosophical Perspective on Social Order
3.5.2 The Educational Philosophical Perspective on Cultural Transmission
3.5.3 The Educational Philosophical Perspective on Learner-Centered Growth
3.5.4 The Educational Philosophical Perspective on Social Reform
3.6 Summary
CHAPTER FOUR RESEARCH METHODOLOGY
4.1 Introduction
4.2 Research Type
4.3 Population,Sample and Sampling Techniques
4.4 Instrumentation
4.5 Procedure for Data Collection
4.6 Data Analysis Technique
4.7 Summary
CHAPTER FIVE CONCEPTUAL METAPHORS IN NIGERIAN ESL UNIVERSITY STUDENTS' ESSAYS
5.1 Introduction
5.2 Mapping in Conceptual Metaphors in Nigerian ESL University Students' Essays
5.3 Discussions on Conceptual Metaphors in Nigerian ESL University Student’ Essays
5.4 Conceptual Metaphors in Nigerian ESL University Students' Essays under the Four Educational Philosophical Perspectives
5.4.1 Conceptual Metaphors under Social Order Educational Philosophical Perspectives
5.4.2 Conceptual Metaphors under Cultural Transmission Educational Philosophical Perspective
5.4.3 Conceptual Metaphors under Learner-Centered Growth Educational Philosophical Perspective
5.4.4 Conceptual Metaphors under Social Reform Educational Philosophical Perspective
5.6 Summary
CHAPTER SIX DISCUSSION BASED ON THE VYGOTSKY’S SOCIOCULTURAL THEORY（SCT）
6.1 Introduction
6.2 Sociocultural Theory Views on Conceptual Metaphor in Nigerian ESL University Students' Essays
6.3 Summary
CHAPTER SEVEN DIFFERENCE IN CONCEPTUAL METAPHOR IN NIGERIAN ESL UNIVERSITY STUDENTS’ ESSAYS
7.1 Introduction
7.2 Differences in Conceptual Metaphor in Nigerian ESL University Students' Essays Based on Their Gender
7.3 Differences in Conceptual Metaphor in Nigerian ESL University Students' Essays Based on their School
7.4 Difference in Conceptual Metaphor in Nigerian ESL University Students' Essays Based on their Levels
7.5 Differences in Conceptual Metaphors in Nigerian ESL University Students' Essays Based on their Areas of Specialization
7.6 Summary
CHAPTER EIGHT CONCLUSION
8.1 Introduction
8.2 Major Research Findings
8.3 Implications of the Research Findings for Improvement of Teaching and Learning of ESL in the Nigerian University System
8.4 Limitations and Prospects
References
Appendices
Appendix One A Map of Africa Showing Nigeria
Appendix One B Map of Nigeria Showing Gombe State
Appendix One C Map of Gombe State
Appendix Two A Letter to the Research Respondent
Appendix Two B
Appendix Three Sample of the Stamped Students' Essay
Appendix Four Proposed Research Work Plan
Appendix Five Total Number of Conceptual Metaphor in Nigerian ESL University Students' Essays on Teachers,Students and Importance of Studying English Language
Appendix Six A Conceptual Metaphors on Teachers in Nigerian ESL University Students' Essays Based on Respondents' Gender
Appendix Six B Conceptual Metaphors on Students in Nigerian ESL University Students' Essays Based on Respondents' Gender
Appendix Six C Conceptual Metaphors on the Importance of Studying English Language in Nigerian ESL University Students' Essays Based on Respondents' Gender
Appendix Seven A Conceptual Metaphors on Teachers in Nigerian ESL University Students' Essays Based on Respondents' School Type
Appendix Seven B Conceptual Metaphors on Students in Nigerian ESL University Students' Essays Based on Respondents' School Type
Appendix Seven C Conceptual Metaphors on the Importance of Studying English Language in Nigerian ESL University Students' Essays Based on Respondents' School Type Conceptual Metaphor
Appendix Eight A Conceptual Metaphors on Teachers in Nigerian ESL University Students' Essays Based on Respondents' Academic Levels
Appendix Eight B Conceptual Metaphors on Students in Nigerian ESL University Students' Essays Based on Respondents' Academic Levels
Appendix Eight C Conceptual Metaphors on the Importance of Studying English Language in Nigerian ESL University Students' Essays Based on Respondents' Academic Levels
Appendix Nine A Conceptual Metaphors on Teachers in Nigerian ESL University Students' Essays Based on Respondents' Areas of Specialization
Appendix Nine B Conceptual Metaphors on Students in Nigerian ESL University Students' Essays Based on Respondents' Areas of Specialization
Appendix Nine C Conceptual Metaphors on the Importance of Studying English Language in Nigerian ESL University Students' Essays Based on Respondents' Areas of Specialization
本文编号：2909202
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