隐喻意识培养与大学英语词汇学习效果研究

发布时间：2018-03-07 11:51

本文选题：概念隐喻　切入点：隐喻意识　出处：《淮北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：《大学英语课程要求》中规定非英语专业学生应在书写方面做到熟练运用词汇,在口头方面做到地道表达词汇。然而,现阶段大学英语课堂上,学生学习词汇的方式仅仅是找出每个英文单词对应的汉语意思,而忽略了每个词语义项之间的相互联系,学生在记忆和运用单词方面感到枯燥乏味,进而造成词汇学习效率较低。大学英语四、六级考试的一个重点是考查学生对隐喻性语言的理解。目前大学英语教材中含有大量具有文化内涵的隐喻性词汇、句子和语篇,因此在实际词汇教学中,教师应该帮助学生正确认识隐喻的基础性和重要性,从而有效培养学生的隐喻意识,强化词语义项之间的内在联系,改善词汇记忆效果。本文从词汇习得、词汇学习及其学习策略入手,将概念隐喻引入词汇教学,探讨培养隐喻意识与大学生词汇学习效果之间的关系。本研究选取某高校2016级国贸和法学专业各60名大学生,开展了为期17周的教学实验,其中法学班为实验组,国贸班为控制组。两组所使用的教学材料相同,对于实验组,只是教学方法稍作调整,在教学过程中加入隐喻相关知识;控制组仍采用常规的教学方法。基于前测、即时后测和延时后测得到的学生成绩,通过EXCEL、SPSS和MATLAB统计软件进行了独立样本T检验、配对样本T检验以及交叉分析。实验结果表明:(1)大学英语教学中培养学生隐喻意识能够提高学生词汇记忆效果;(2)大学英语教学中培养学生隐喻意识能更好地帮助学生理解和掌握一词多义。基于此,本文希望通过该实验为培养大学生的隐喻意识提供一定的借鉴,进而有助于提高大学生的英语词汇学习效果。
[Abstract]:The College English Curriculum requirements stipulate that non-English majors should use vocabulary skillfully in writing and express vocabulary verbally. However, at this stage, in college English classes, Students learn vocabulary only by finding out the corresponding Chinese meaning of each English word, while ignoring the interrelation between the meanings of each word, students feel dull in memorizing and using words. One of the key points of CET-4 and CET-6 is to examine students' understanding of metaphorical language. At present, college English textbooks contain a large number of metaphorical words, sentences and texts with cultural connotations. Therefore, in practical vocabulary teaching, teachers should help students correctly understand the basis and importance of metaphor, so as to effectively cultivate students' metaphorical awareness and strengthen the internal relationship between words and meanings. This paper begins with vocabulary acquisition, vocabulary learning and learning strategies, and introduces conceptual metaphor into vocabulary teaching. To explore the relationship between the cultivation of metaphorical awareness and the vocabulary learning effect of college students, this study conducted a 17-week teaching experiment, in which the law class was the experimental group. The teaching materials used in the two groups are the same. For the experimental group, the teaching methods are adjusted slightly and metaphorical knowledge is added to the teaching process. The results of immediate post-test and delayed post-test were tested by Excel SPSS and MATLAB statistical software. The experimental results show that: 1) cultivating students' metaphorical awareness in college English teaching can improve students' vocabulary memory. 2) cultivating students' metaphorical awareness in college English teaching can help better. The student understands and grasps the polysemy of the word. Through this experiment, the author hopes to provide some reference for cultivating the metaphorical consciousness of college students, and then help them to improve their English vocabulary learning effect.
【学位授予单位】：淮北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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