基于概念隐喻理论的大学英语词汇教学研究

发布时间：2018-04-17 22:34

本文选题：概念隐喻 + 大学英语　；参考：《沈阳师范大学》2017年硕士论文

【摘要】：20世纪80年代早期,Lakoff和Johnson在其《我们赖以生存的隐喻》中提出了概念隐喻理论,隐喻在我们的日常生活中广泛地被使用,不仅仅表现在语言上,也在思维和行动中。词汇作为语言系统和符号系统的构件,对探索语言的本质起着重要的作用。英语词汇积累是学习英语的关键阶段,也是知识结构和学习框架的基础。可是通过一系列的研究表明,很多学生缺乏有效的词汇学习方法和策略,很多教师仍然按照传统的方法来教词汇,没有充分重视到词汇教学中的认知因素。鉴于大学生已经形成了一定的心理认知感受以及语言基础,把概念隐喻理论应用到英语词汇教学中,为英语词汇教学提供了一个新的视角。作者选取了大学二年级的两个班级学生作为实验对象,实验时间大约三个月,两个班级分别称为控制班和实验班,控制班采用传统的教学方式来教授词汇,即通过释义,造句,联系情景来讲解。对于实验班,教师首先引入概念隐喻理论,使学生运用概念隐喻理论来记忆单词。作者采用了问卷调查,前测,后测以及访谈的研究方法和手段。主要研究以概念隐喻理论为指导的大学英语词汇教学是否提高了学生习得词汇的深度和广度,是否能够促进词汇学习的延时记忆和提高学生学习的兴趣来提高习得词汇的水平。这种词汇教学方法的运用,提高了大学生对语言的认知能力,使他们认识到记忆词汇并不是难事,从而增强语言学习的兴趣和信心,从而提高学习能力。
[Abstract]:In the early 1980s, Lakoff and Johnson put forward the theory of conceptual metaphor in metaphor for our existence. Metaphor is widely used in our daily life, not only in language, but also in thought and action.As a component of language system and symbol system, vocabulary plays an important role in exploring the essence of language.English vocabulary accumulation is the key stage of English learning and the basis of knowledge structure and learning framework.However, a series of studies have shown that many students lack effective vocabulary learning methods and strategies, many teachers still teach vocabulary according to traditional methods, and do not pay enough attention to the cognitive factors in vocabulary teaching.In view of the fact that college students have formed a certain psychological cognitive feeling and language basis, the application of conceptual metaphor theory to English vocabulary teaching provides a new perspective for English vocabulary teaching.The author chooses two students in the second year of college as the experimental objects. The experimental time is about three months. The two classes are called the control class and the experimental class, respectively. The control class uses the traditional teaching method to teach vocabulary, that is, to teach vocabulary by interpreting and constructing sentences.Contact the scene to explain.For the experimental class, the teacher first introduces the conceptual metaphor theory to enable students to use conceptual metaphor theory to memorize words.The author adopts the methods and methods of questionnaire, pre-test, post-test and interview.This paper mainly studies whether college English vocabulary teaching guided by conceptual metaphor theory can improve the depth and breadth of vocabulary acquisition, promote the delayed memory of vocabulary learning and enhance students' interest in vocabulary learning to improve the level of vocabulary acquisition.The use of this vocabulary teaching method improves college students' cognitive ability to language and makes them realize that it is not difficult to memorize vocabulary, thus enhancing their interest and confidence in language learning and thus improving their learning ability.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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