认知语义视角的中国大学生英语隐喻性习语习得

发布时间：2018-05-11 02:02

本文选题：英语隐喻习语 + 概念隐喻理论　；参考：《海南大学》2017年硕士论文

【摘要】：英语隐喻性习语一直是中国大学生学习的难点。自认知语言学发展以来,认知语言学家运用认知语义的方法研究习语,如概念隐喻理论。然而,在概念隐喻框架下的英语习语研究较少,对中国大学生英语学习者的实证研究则更少。基于此,本文通过实证研究和访谈来探讨英语隐喻习语的背景知识在语言内化过程中的作用,并提出隐喻性习语的学习策略和建议。本文旨在回答三个研究问题:1)英语隐喻性习语的相关背景知识如何帮助中国大学英语学习者习得这些习语?2)中国大学英语学习者的英语水平如何影响其英语隐喻性习语的学习?3)英语隐喻性习语的习得与学习者的认知差异有无关联?本研究基于认知语义学,理论框架基于认知语义学的三个重要理论:莱考夫和约翰逊(1980)的概念隐喻理论、意象图式理论和心理图像理论。本研究涉及海南两所高校120名大学英语学习者。在此研究中,研究者设计了间隔四周的两次测试,每个测试包含七个出自希腊神话的英语隐喻性习语,同时,设计了两种帮助受试者学习习语含义的相关材料。测试之后,所有的测试结果经过SPSS18的数据处理并进行不同层面的对比分析。分析结果证明,相关背景知识对习得英语隐喻性习语有积极促进作用,学习者的先前知识也对理解和使用这些习语有促进作用。分析结果还显明,在学习英语隐喻性习语时,给学习者提供背景故事之类的背景知识,可以刺激学习者形成心理图像从而促进记忆,因此证实比单纯使用翻译法和解释法更加有效。此外,研究还发现在学习者积累了一定的词汇量和学习了基本的语法和句型之后再进行习语学习,学习效果更加有效。通过这些发现得出英语隐喻性习语的学习过程中需要引入相关的词源学内容,并且把学习者的语言能力和文化影响等因素考虑在内。这些因素在学习过程中相互作用,影响学习者的语言接受能力、学习兴趣和理解能力。本研究的结果显明,高阶学习者,尽管在缺乏相关信息输入的情况下,也能够更好地利用已有的英语知识和百科知识理解习语的含义。这也说明英语习语的学习应当在英语学习者有了一定的英语语言和文化的基础之后进行。
[Abstract]:English metaphorical idioms have always been a difficult problem for Chinese college students. Since the development of cognitive linguistics, cognitive linguists have used cognitive semantic methods to study idioms, such as conceptual metaphor theory. However, there are few researches on English idioms under the framework of conceptual metaphor, and even fewer empirical studies on Chinese college students. Based on this, this paper discusses the role of background knowledge of English metaphorical idioms in the process of language internalization through empirical research and interviews, and puts forward learning strategies and suggestions for metaphorical idioms. The purpose of this study is to answer three research questions: 1) how background knowledge of English metaphorical idioms can help Chinese college English learners acquire these idioms 2) how Chinese college English learners' English proficiency affects their English metaphors (3) is there any relationship between the acquisition of English metaphorical idioms and learners' cognitive differences? The present study is based on cognitive semantics and theoretical framework based on three important theories of cognitive semantics: Lakoff and Johnson's Conceptual metaphor Theory, Image Schema Theory and Psychological Image Theory. This study involved 120 college English learners in two Hainan universities. In this study, the researchers designed two tests four weeks apart, each containing seven English metaphorical idioms from Greek mythology, and two materials to help participants learn the meaning of idioms. After the test, all the test results are processed by SPSS18 and compared at different levels. The results show that relevant background knowledge can positively promote the acquisition of English metaphorical idioms, and the previous knowledge of learners can also promote the understanding and use of these idioms. The results also show that providing learners with background information such as background stories when learning English metaphorical idioms can stimulate learners to form psychological images and promote memory. Therefore, it has proved more effective than the use of translation and interpretation alone. In addition, it is found that idiom learning is more effective when learners accumulate a certain vocabulary and learn basic grammar and sentence patterns. Through these findings it is concluded that the study of English metaphorical idioms requires the introduction of relevant etymological content and takes into account factors such as learners' language competence and cultural influence. These factors interact with each other in the process of learning and affect learners' language acceptance ability, learning interest and understanding ability. The results of this study show that advanced learners can make better use of existing English and encyclopedic knowledge to understand the meaning of idioms despite the lack of relevant information input. This also shows that English idioms should be learned after English learners have a certain foundation of English language and culture.
【学位授予单位】：海南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H313

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