概念转喻理论在高中英语词汇教学中的实验研究
发布时间：2018-08-20 11:33
【摘要】：词汇一直被视为英语教学中的基础。虽然词汇教学的方法在外语教学当中不断推陈出新,但如何提高词汇教学的效果仍然是英语教学界一个热烈争论的话题。同时,随着认知语言学和概念转喻研究的发展,基于概念转喻的语言教学成为外语教学的重要研究热点之一。本研究着重分析高中英语词汇教学现状以及问题,借鉴前人运用概念转喻进行英语词汇教学的相关研究成果,探索基于概念转喻在高中英语词汇教学中的效果。基于概念转喻理论分析、概念转喻的分类和运作机制以及理想化认知模型,本研究重点探讨以下两个研究问题:⑴与传统词汇教学法相比,基于概念转喻的词汇教学法能否促进高中生理解词汇的转喻意义?⑵与传统词汇教学法相比,基于概念转喻的词汇教学法能否促进高中生记忆词汇的转喻意义?本研究采用实验研究法,实验对象是广州市第十七中学高一级两个常规教学班共80人,学生年龄为15到16周岁。实验班EC(男生22人,女生18人)运用基于概念转喻的词汇教学法;控制班CC(男生19人,女生23人)采用传统词汇教学法。在试验期间两个班都进行了前测、及时词汇理解后测和词汇记忆测试、延时词汇理解测试和词汇记忆测试。所得的数据经过了SPSS 17.0分析处理。主要采用的统计方法有独立样本T检验和配对样本T检验。通过实证数据分析,本研究得出以下结论:第一,与常规词汇教学法相比,基于概念转喻的词汇教学法能促进高中生理解英语词汇的转喻意义;第二,与常规词汇教学法相比,基于概念转喻的词汇教学法能促进高中生记忆英语词汇的转喻意义。本研究表明概念转喻在高中英语词汇教学中是有效且可行的。希望广大英语老师在实际教学当中能精心设计词汇教学方案,积极拓展词汇的转喻意义,进而发展高中生的综合语言运用能力。
[Abstract]:Vocabulary has always been regarded as the foundation of English teaching. Although the methods of vocabulary teaching are constantly innovating in foreign language teaching, how to improve the effect of vocabulary teaching is still a hot topic in the field of English teaching. At the same time, with the development of cognitive linguistics and conceptual metonymy, conceptual metonymy based language teaching has become an important research hotspot in foreign language teaching. This study focuses on the present situation and problems of English vocabulary teaching in senior high school, and explores the effect of conceptual metonymy in English vocabulary teaching in senior high school by referring to the previous research results on the use of conceptual metonymy in English vocabulary teaching. Based on the theoretical analysis of conceptual metonymy, the classification and operational mechanism of conceptual metonymy and the idealized cognitive model, this study focuses on the following two questions: 1: 1 compared with the traditional lexical approach. Can the Conceptual metonymy approach promote Senior High School students to understand the metonymy meaning of Vocabulary? 2 compared with the traditional Vocabulary Teaching method, can the Conceptual metonymy approach promote Senior High School students to memorize the metonymy meaning of Vocabulary? This study adopts the experimental research method. The subjects of the experiment are 80 students in two regular teaching classes in Guangzhou No. 17 Middle School. The students are 15 to 16 years old. The experimental class EC (22 males and 18 females) used the lexical teaching method based on conceptual metonymy and CC (19 males and 23 females) adopted the traditional lexical teaching method. During the experiment, pretests were conducted in both classes, post-test and vocabulary memory test, delayed vocabulary comprehension test and vocabulary memory test. The obtained data were analyzed and processed by SPSS 17.0. The main statistical methods are independent sample T test and paired sample T test. Through empirical data analysis, the present study draws the following conclusions: first, compared with conventional lexical teaching, conceptual metonymy based lexical teaching method can promote senior high school students to understand the metonymy meaning of English vocabulary; second, it is compared with conventional lexical teaching method. Conceptual metonymy based vocabulary teaching method can promote senior high school students to memorize metonymy meaning of English vocabulary. The present study shows that conceptual metonymy is effective and feasible in high school English vocabulary teaching. It is hoped that the majority of English teachers can carefully design the vocabulary teaching plan in practical teaching, actively expand the metonymy meaning of vocabulary, and then develop the comprehensive language application ability of senior high school students.
【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
本文编号：2193446
[Abstract]:Vocabulary has always been regarded as the foundation of English teaching. Although the methods of vocabulary teaching are constantly innovating in foreign language teaching, how to improve the effect of vocabulary teaching is still a hot topic in the field of English teaching. At the same time, with the development of cognitive linguistics and conceptual metonymy, conceptual metonymy based language teaching has become an important research hotspot in foreign language teaching. This study focuses on the present situation and problems of English vocabulary teaching in senior high school, and explores the effect of conceptual metonymy in English vocabulary teaching in senior high school by referring to the previous research results on the use of conceptual metonymy in English vocabulary teaching. Based on the theoretical analysis of conceptual metonymy, the classification and operational mechanism of conceptual metonymy and the idealized cognitive model, this study focuses on the following two questions: 1: 1 compared with the traditional lexical approach. Can the Conceptual metonymy approach promote Senior High School students to understand the metonymy meaning of Vocabulary? 2 compared with the traditional Vocabulary Teaching method, can the Conceptual metonymy approach promote Senior High School students to memorize the metonymy meaning of Vocabulary? This study adopts the experimental research method. The subjects of the experiment are 80 students in two regular teaching classes in Guangzhou No. 17 Middle School. The students are 15 to 16 years old. The experimental class EC (22 males and 18 females) used the lexical teaching method based on conceptual metonymy and CC (19 males and 23 females) adopted the traditional lexical teaching method. During the experiment, pretests were conducted in both classes, post-test and vocabulary memory test, delayed vocabulary comprehension test and vocabulary memory test. The obtained data were analyzed and processed by SPSS 17.0. The main statistical methods are independent sample T test and paired sample T test. Through empirical data analysis, the present study draws the following conclusions: first, compared with conventional lexical teaching, conceptual metonymy based lexical teaching method can promote senior high school students to understand the metonymy meaning of English vocabulary; second, it is compared with conventional lexical teaching method. Conceptual metonymy based vocabulary teaching method can promote senior high school students to memorize metonymy meaning of English vocabulary. The present study shows that conceptual metonymy is effective and feasible in high school English vocabulary teaching. It is hoped that the majority of English teachers can carefully design the vocabulary teaching plan in practical teaching, actively expand the metonymy meaning of vocabulary, and then develop the comprehensive language application ability of senior high school students.
【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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