高中英语教材中语法隐喻分布的对比研究：牛津译林版Vs北师大版
发布时间：2018-11-27 14:28
【摘要】：隐喻研究最早可追溯到古希腊时期。传统隐喻主要研究词汇层的变异,韩礼德最早提出隐喻不仅在词汇层还会在语法层产生变异,即语法隐喻。前人的研究表明在文本中的语法隐喻出现越多,其复杂度越高。语法隐喻本身无好坏之分,但其内涵十分复杂。在“一纲多本”的课改方针下,市面上涌现了众多英语教材,因而对教材的研究显得尤为重要。一方面可以对学习者在选择时提供参考意见,另一方面对教材的现今使用者具有启示意义。在此背景下,本论文将对比考察语法隐喻在两套使用最广的高中英语教材中的分布情况,以便加深对教材的理解也是为选择教材作依据。本论文采用的是韩礼德的语法隐喻框架即语法隐喻主要分为概念隐喻和人际隐喻。主要解决的问题有3个:1)随着年级的提高,不同年级的教材中语法隐喻数量是否有显著性差异? 2)两套英语教材中的语法隐喻分布模式有何异同? 3)不同分布模式背后的原因是什么?为了回答这三个问题,本论文选取使用范围广的译林牛津版和北师大版高中英语教材作为研究对象,选用每模块每单元中的阅读文章为样本,每套教材39篇文章,共78篇2170个单句用于分析。本文采用定性与定量相结合方式分析教材中所包含的语法隐喻现象。主要发现如下:1)用SPSS22. 0得出每套教材内部不同年级的文章中概念隐喻的分布存在显著性差异,而人际隐喻的分布差异并不存在;2)两套教材隐喻分布的相同之处:概念隐喻远多于人际隐喻,概念隐喻分布趋势均呈上升趋势。而主要的不同存在于人际隐喻的分布:在译林牛津版中人际隐喻也呈现上升趋势,但在北师大版中人际隐喻的分布是上升-下降;3)由于文章文体不同,其中语法隐喻种类的涵盖量也会有不同,再是由于复杂度要求不同,选用的文章也会包含不同程度数量和种类的语法隐喻。研究启示如下:1)由于调查的两套教材内均含有大量语法隐喻,因此教师有意识要培养自身的语法隐喻意识,以便帮助学生正确识别语法隐喻;2)调查显示的语法隐喻分布模式可以帮助教师理清教学中的重难点;3)由于概念隐喻数量远多于人际隐喻,因此教师在教学中需特别关注概念隐喻现象,并适当补充材料以弥补教材中缺乏的人际隐喻;4)对教材编写者来说应在所选取文章中适当增加概念语法隐喻的表达可以提升教材难度的层次;5)相比牛津译林版教材,北师大版教材所选取的文章语法隐喻涵盖量少,且文体单一,因而此套教材的使用者更需注意补充内容。
[Abstract]:The study of metaphor can be traced back to ancient Greece. Traditional metaphor mainly studies the variation of lexical level. Halliday first proposed that metaphor not only produces variation at lexical level but also at grammatical level, that is, grammatical metaphor. Previous studies have shown that the more grammatical metaphors appear in the text, the higher the complexity. Grammatical metaphor itself is not good or bad, but its connotation is very complex. Under the course reform policy of "one outline and more books", there are many English textbooks in the market, so the study of textbooks is particularly important. On the one hand, it can provide reference for learners to choose, on the other hand, it can enlighten the current users of textbooks. In this context, this thesis will examine the distribution of grammatical metaphors in the two most widely used high school English textbooks, so as to deepen the understanding of the textbooks, which is also the basis for the selection of textbooks. This thesis adopts Halliday's grammatical metaphor framework, which is mainly divided into conceptual metaphor and interpersonal metaphor. There are three main problems solved: 1) with the improvement of grade, Are there significant differences in the number of grammatical metaphors in different grades? 2) what are the similarities and differences in the distribution patterns of grammatical metaphors in the two sets of English textbooks? 3) what are the reasons behind the different distribution patterns? In order to answer these three questions, this thesis selects the Oxford and Peking normal University high school English textbooks, which are widely used, as the research objects, and selects the reading articles in each module and unit as a sample, 39 articles per set of textbooks. A total of 78 articles of 2170 single sentences were used for analysis. This paper analyzes the grammatical metaphor phenomenon in the textbook by combining qualitative and quantitative analysis. The main findings are as follows: 1) using SPSS22. It is concluded that there are significant differences in the distribution of conceptual metaphors in different grades in each set of textbooks, but there is no difference in the distribution of interpersonal metaphors. 2) the two sets of textbooks have the same distribution of metaphors: conceptual metaphors are much more than interpersonal metaphors, and the distribution trend of conceptual metaphors is on the rise. The main difference lies in the distribution of interpersonal metaphor: in the Oxford version of Yilin, the interpersonal metaphor also shows an upward trend, but in the version of Beijing normal University, the distribution of interpersonal metaphor is upward and downward; 3) because of the different style of the article, the covering amount of the grammatical metaphor type will also be different, and then because of the different complexity requirement, the selected article will also contain the grammatical metaphor of different degree and type. The findings are as follows: 1) since there are a large number of grammatical metaphors in the two sets of textbooks investigated, teachers are conscious of cultivating their own grammatical metaphor awareness in order to help students recognize grammatical metaphors correctly; 2) the pattern of grammatical metaphor distribution revealed by the investigation can help teachers to clear up the important and difficult points in teaching; 3) since the number of conceptual metaphors is far greater than that of interpersonal metaphors, teachers should pay special attention to the phenomenon of conceptual metaphors in teaching, and supplement appropriate materials to make up for the lack of interpersonal metaphors in textbooks; 4) to the author of the textbook, it is necessary to increase the expression of conceptual grammatical metaphor in the selected article, which can enhance the difficulty of the textbook. 5) compared with the Oxford translation edition, the text grammar metaphor selected in the Peking normal University textbook is less extensive and has a single style, so the users of this textbook should pay more attention to the supplementary content.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2361121
[Abstract]:The study of metaphor can be traced back to ancient Greece. Traditional metaphor mainly studies the variation of lexical level. Halliday first proposed that metaphor not only produces variation at lexical level but also at grammatical level, that is, grammatical metaphor. Previous studies have shown that the more grammatical metaphors appear in the text, the higher the complexity. Grammatical metaphor itself is not good or bad, but its connotation is very complex. Under the course reform policy of "one outline and more books", there are many English textbooks in the market, so the study of textbooks is particularly important. On the one hand, it can provide reference for learners to choose, on the other hand, it can enlighten the current users of textbooks. In this context, this thesis will examine the distribution of grammatical metaphors in the two most widely used high school English textbooks, so as to deepen the understanding of the textbooks, which is also the basis for the selection of textbooks. This thesis adopts Halliday's grammatical metaphor framework, which is mainly divided into conceptual metaphor and interpersonal metaphor. There are three main problems solved: 1) with the improvement of grade, Are there significant differences in the number of grammatical metaphors in different grades? 2) what are the similarities and differences in the distribution patterns of grammatical metaphors in the two sets of English textbooks? 3) what are the reasons behind the different distribution patterns? In order to answer these three questions, this thesis selects the Oxford and Peking normal University high school English textbooks, which are widely used, as the research objects, and selects the reading articles in each module and unit as a sample, 39 articles per set of textbooks. A total of 78 articles of 2170 single sentences were used for analysis. This paper analyzes the grammatical metaphor phenomenon in the textbook by combining qualitative and quantitative analysis. The main findings are as follows: 1) using SPSS22. It is concluded that there are significant differences in the distribution of conceptual metaphors in different grades in each set of textbooks, but there is no difference in the distribution of interpersonal metaphors. 2) the two sets of textbooks have the same distribution of metaphors: conceptual metaphors are much more than interpersonal metaphors, and the distribution trend of conceptual metaphors is on the rise. The main difference lies in the distribution of interpersonal metaphor: in the Oxford version of Yilin, the interpersonal metaphor also shows an upward trend, but in the version of Beijing normal University, the distribution of interpersonal metaphor is upward and downward; 3) because of the different style of the article, the covering amount of the grammatical metaphor type will also be different, and then because of the different complexity requirement, the selected article will also contain the grammatical metaphor of different degree and type. The findings are as follows: 1) since there are a large number of grammatical metaphors in the two sets of textbooks investigated, teachers are conscious of cultivating their own grammatical metaphor awareness in order to help students recognize grammatical metaphors correctly; 2) the pattern of grammatical metaphor distribution revealed by the investigation can help teachers to clear up the important and difficult points in teaching; 3) since the number of conceptual metaphors is far greater than that of interpersonal metaphors, teachers should pay special attention to the phenomenon of conceptual metaphors in teaching, and supplement appropriate materials to make up for the lack of interpersonal metaphors in textbooks; 4) to the author of the textbook, it is necessary to increase the expression of conceptual grammatical metaphor in the selected article, which can enhance the difficulty of the textbook. 5) compared with the Oxford translation edition, the text grammar metaphor selected in the Peking normal University textbook is less extensive and has a single style, so the users of this textbook should pay more attention to the supplementary content.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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