概念隐喻视域下的词汇教学对艺术生英语词汇学习影响的实验研究

发布时间：2018-02-07 15:17

本文关键词： 概念隐喻词汇教学艺术生　出处：《广州大学》2017年硕士论文　论文类型：学位论文

【摘要】：词汇是构成语言最基本的材料,扩大词汇量是提高学生听、说、读,写能力的前提。一般来说,中职及高职的艺术类学生没有过多的时间和兴趣专注于文化学习,因此,在日常英语教学过程中,作为教师应抓住他们的心理活动特征,逐步将英语学习融入到他们的生活中去。尤其是在我所执教的学校中,学生出国比赛和演出是稀松平常的事情,如何让他们在国际舞台上能应对自如的进行艺术学术交流,英语水平在此时显得尤为重要。本研究旨在验证概念隐喻视域下的词汇教学对中职及高职的艺术类学生英语词汇学习的影响。探讨在概念隐喻理论指导下初中英语词汇的教学效果,并与传统的词汇教学进行对照,通过实验研究概念隐喻视域下的词汇教学是否比传统的词汇教学更有利于提高艺术生英语词汇水平,以及概念隐喻视域下的词汇教学是否能改进艺术生英语词汇学习习惯。本文通过实验研究来验证概念隐喻视域下的词汇教学对中职的艺术类学生英语词汇学习的影响。本次的研究对象是来自广州市艺术学校中国舞专业和芭蕾专业的二年级学生(相当于九年义务教育的八年级)的103名学生。本研究持续时间为8周,共分为3个阶段。第一个阶段,安排前测,前测试卷的内容选自七年级英语教科书下册。前测在教学实验之前完成,意在检测学生在教学实验之前的词汇水平。第二阶段,进行教学实验,实验班的词汇教学中融入概念隐喻理论,而对照班的词汇教学仍然采用传统模式。第三阶段,进行后测,后测的试卷单词内容为在教学实验中的单元词汇练习。此外,将会为学生发一份调查问卷,调查问卷的主要对象为实验班的同学,调查他们对概念隐喻运用在词汇教学中的看法等。实验结果证明,概念隐喻视域下的词汇教学对艺术生英语词汇水平的提高比传统的词汇教学更有效,同时更加能提高艺术生对英语学习的兴趣。概念隐喻的运用使整个课堂教学更加的生动活泼,激发了学生学习的主动性,提高了学生在实际应用中的词汇水平。
[Abstract]:Vocabulary is the most basic material that constitutes a language. Expanding vocabulary is a prerequisite for improving students' ability to listen, speak, read and write. Generally speaking, art students in secondary vocational schools and higher vocational schools do not have too much time and interest to focus on cultural studies, so, In the course of daily English teaching, teachers should grasp their psychological characteristics and gradually integrate their English learning into their life. Especially in the school where I teach, it is common for students to compete and perform abroad. How to enable them to freely engage in artistic and academic exchanges on the international stage, The purpose of this study is to verify the influence of lexical teaching on English vocabulary learning of art students in vocational schools and higher vocational schools. To explore the influence of conceptual metaphor theory on English vocabulary learning in junior middle schools. The effect of vocabulary teaching, Compared with the traditional lexical teaching, this paper makes an experimental study on whether the lexical teaching in the field of conceptual metaphor is more conducive to improving the English vocabulary level of art students than that of the traditional lexical teaching. And whether the vocabulary teaching in the perspective of conceptual metaphor can improve the English vocabulary learning habits of art students. This paper is an experimental study to verify the effect of lexical teaching on the English vocabulary learning of art students in secondary vocational schools from the perspective of conceptual metaphor. The subjects of this study were 103 students from the second grade of Chinese dance major and ballet major (equivalent to the eighth grade of nine-year compulsory education) from Guangzhou Art School. The duration of the study was 8 weeks. It is divided into three stages. In the first stage, the pre-test is arranged. The content of the pre-test is selected from the seventh grade English textbook. The pre-test is completed before the teaching experiment, in order to test the students' vocabulary level before the teaching experiment. In the experiment, conceptual metaphor theory is incorporated into the vocabulary teaching in the experimental class, while the vocabulary teaching in the control class is still in the traditional mode. In the third stage, the post-test is carried out. In addition, a questionnaire will be sent to the students. The main subjects of the questionnaire are the students in the experimental class. The experimental results show that conceptual metaphor teaching is more effective than traditional vocabulary teaching in improving the English vocabulary level of art students. At the same time, the use of conceptual metaphor can make the whole classroom teaching more lively, stimulate students' initiative in learning and improve the students' vocabulary level in practical application.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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