英语水平对隐喻理解能力及策略影响的实证研究

发布时间：2018-02-01 04:47

本文关键词： 隐喻理解理解能力策略英语水平　出处：《中北大学》2016年硕士论文　论文类型：学位论文

【摘要】：隐喻不单是一种修辞手段,更是人类根本的思维方式。隐喻在人们生活中随处可见,外语学习者则无时无刻地接触着各式各样的英语隐喻,理解它们就显得尤为重要。此外,隐喻理解是隐喻能力不可或缺的一部分,而隐喻能力又是有效掌握英语的关键之一。隐喻理解故而一直是值得研究的课题。本论文拟从思维产出与过程,即理解能力与策略的角度,对英语水平在隐喻理解中的作用做一探究。研究问题如下:(1)英语语言水平对学习者的隐喻理解能力是否会产生显著影响?如果会,如何影响?(2)英语语言水平对学习者的隐喻理解策略是否会产生显著影响?如果会,如何影响?本论文被试选取自参加山西医科大学汾阳学院2012年新加坡留学项目选拔的141名候选人,其中44名学生通过选拔赴新加坡高校学习,至本研究进行时已有两年,论文中高水平学习者从其中选出,共40人;97名学生未通过选拔留在汾阳学院继续学业,接受常规大学英语教育,至本研究进行时已经大三,论文中低水平英语学习者从其中选出,共48人。本论文采用定量与定性相结合的设计,用徐知媛(2013)的隐喻理解能力与策略调查问卷进行了定量数据的收集,随后进行了关于隐喻理解策略的访谈。数据收集结束后,用独立样本t检验来检验不同英语水平学习者在隐喻理解能力方面是否达到显著差异,用双因素混合设计方差分析来检验不同英语水平学习者在隐喻理解五个策略的使用上是否达到显著差异,结合访谈内容,得出如下结论:第一,英语学习者的英语水平对隐喻理解能力具有显著影响,高水平英语学习者的隐喻理解能力显著高于低水平者。第二,英语学习者的英语水平对句子语境隐喻理解策略的使用并无显著影响,但对字面翻译,汉语知识,英语概念和心理意象等策略的使用具有显著影响,其中高水平的英语学习者更多地利用目的语文化知识和概念;低水平者则更多地依赖母语知识,同时也较多地利用其他理解策略,如字面翻译和心理意象来弥补他们语言水平的不足。最后,本文提出一些启示和建议,以期促进英语教学和研究。
[Abstract]:Metaphor is not only a rhetorical device, but also a fundamental way of thinking. Metaphor can be found everywhere in people's lives, while foreign language learners are exposed to all kinds of English metaphors all the time. Understanding them is particularly important. In addition, metaphorical understanding is an indispensable part of metaphorical competence. Metaphorical competence is one of the keys to effective English comprehension. Metaphorical understanding has always been a topic worthy of study. This thesis intends to focus on the perspective of thinking output and process, namely comprehension ability and strategy. This paper explores the role of English proficiency in metaphorical understanding. The question is as follows: 1) does English proficiency have a significant impact on learners' metaphorical comprehension? If so, how? (2) does English language proficiency have a significant impact on learners' metaphorical comprehension strategies? If so, how? In this paper, 141 candidates were selected from the Singapore study Program of Fenyang College of Shanxi Medical University in 2012, of which 44 were selected to study in Singapore. It has been two years since the present study was carried out and 40 high-level learners have been selected from the study. Ninety-seven students were not selected to continue their studies in Fenyang College and received regular college English education. By the time of this study, they had been in their junior year, and the middle and low level English learners were selected from among them. In this paper, quantitative data were collected by using the questionnaire of Xu Zhiyuan's metaphorical comprehension ability and strategy, which was designed by the combination of quantitative and qualitative analysis. After the data collection is finished, the independent sample t-test is used to test whether different English learners have significant differences in their metaphorical comprehension abilities. A two-factor mixed-design variance analysis was used to test the significant differences in the use of five strategies in metaphor comprehension among learners at different levels of English. The results of the interviews were as follows: first. The English proficiency of English learners has a significant impact on their metaphorical comprehension, and the metaphorical comprehension of high-level English learners is significantly higher than that of those at a lower level. English learners' English proficiency has no significant effect on the use of metaphorical strategies in sentence context, but it has a significant impact on the use of strategies such as literal translation, Chinese knowledge, English concepts and mental imagery. The advanced English learners make more use of the cultural knowledge and concepts of the target language; At the same time, other understanding strategies, such as literal translation and psychological imagery, are used to make up for the deficiency of their language proficiency. Finally, this paper puts forward some enlightenment and suggestions. In order to promote English teaching and research.
【学位授予单位】：中北大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H319

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