概念隐喻在大学英语词汇教学中的应用研究

发布时间：2019-05-20 05:44

【摘要】：在外语教学中,词汇是其中的一个关键环节。同时,它在语言学习过程中也起着至关重要的作用。学生对词汇的掌握和运用情况直接影响着他们听、说、读、写和译方面技能的提高。在中国,英语,特别是英语的词汇教学已经成为大学课程学习的一项重要内容。实际上,直到20世纪70年代,学者们才逐渐对词汇教学重视起来。然而,我国大学英语词汇教学过程和教学方法仍然存在诸多弊端和缺陷。例如,大学英语老师一般更倾向于向学生讲授词汇的发音,字面意思及其用法,而往往忽视了词汇的联想意义。而学生们需要的是更加系统的、科学的词汇记忆和理解方式。在英语词汇学习过程中,学生们往往采用机械式的记忆方法,而这种方法却忽视了词与词之间的语义联系。在这种学习方式的指导下,学生们往往收效甚微。对词汇的理解需要考虑到人类的认知因素,而这恰好是如今在大学英语词汇教学过程中所缺乏的一个方面。同时,学生们也忽视了词汇的联想意义,所以现在很多大学生都不能在实际的交际场景中灵活运用所学的词汇。为了解决这个难题,我们需要将科学的理论引入大学英语的词汇教学。而越来越多的国内外研究者已经意识到了概念隐喻对词汇教学的重要性。国内外的研究者对隐喻的研究已有悠久的历史。传统的隐喻观认为隐喻就是文学中的一种修辞手段。1980年,Lakoff和Johnson在我们《赖以生存的隐喻》一书中指出,隐喻不仅仅是作为一种修辞手段的语言现象,它是人类的认知活动和思维的工具。换句话说,隐喻应该考虑到人类的认知因素。Lakoff和Johnson提出的概念隐喻理论对语言学产生了重大的影响。这种理论认为,人们往往通过自己熟悉的具体的事物去认识新的抽象的事物。概念隐喻理论大学英语词汇教学提供了一个全新的视角。2016年,笔者曾在湖北美术学院教授大一公共英语课程,因此本研究选取笔者曾授课的两个班,共计94名非英语专业大一学生,作为本研究的研究对象,展开为期8周的教学实验。47名控制组的学生采取传统教学方法,47名实验组的学生运用隐喻方法。实验包括前测,教学实验,后测及问卷调查。实验结束后对数据进行分析。本研究试图验证基于概念隐喻理论的大学英语词汇教学的可行性,并由此提出以下三个假设:(1)大学英语学习者有隐喻能力,因此将概念隐喻理论应用到大学英语词汇教学中具有可行性。(2)基于概念隐喻理论的大学英语词汇教学能够提高大学英语学习者在词汇记忆和运用方面的水平。(3)基于概念隐喻理论的大学英语词汇教学能够提高大学英语学习者的概念隐喻能力。笔者进行教学实验前,通过前测和问卷调查得到的数据表明:实验组和控制组的学生大部分都听说过隐喻,并且能识别理解句子中的简单隐喻;两组在前测中的分数相差不大。由此可见,两组学生均具有概念隐喻能力且英语词汇水平相当。因此,将概念隐喻应用到大学词汇教学具有可行性。笔者进行教学实验后,通过问卷调查得到的数据表明:实验组中的大多数学生的词汇学习效率及学习兴趣有所提高;实验组大部分学生已经意识到概念隐喻现象在英语中十分普遍,即隐喻意识有所提高;他们能更加容易地识别和理解英语句子中的概念隐喻,并且在写作和口语中能够灵活地运用;大部分实验组学生认为自己的英语词汇水平有所提高,并且建议将概念隐喻应用于大学英语词汇教学。除此之外,通过对比实验组和控制组在前测和后测得到的分数可以看出:相对于控制组而言,实验组学生在英语词汇方面取得了更大的进步;由于前测和后测都涉及隐喻,实验组后测的分数高于前测说明了他们的概念隐喻能力有所提高。总而言之,该教学实验证实了以上的三个假设。
[Abstract]:In foreign language teaching, the vocabulary is one of the key links. At the same time, it plays an important role in the process of language learning. The students' grasp and application of the vocabulary directly affect their listening, speaking, reading, writing and translation skills. In China, the vocabulary teaching in English, especially in English, has become an important part of the university curriculum study. In fact, until the 1970s, the scholars gradually attached importance to the vocabulary teaching. However, the English vocabulary teaching process and teaching method of our university still have many disadvantages and defects. For example, college English teachers tend to be more inclined to teach students the pronunciation, the literal meaning and the usage of the words, and often ignore the associative meaning of the words. The students need more systematic and scientific vocabulary memory and understanding. In the process of English vocabulary learning, students often adopt a mechanical method of memory, and this method ignores the semantic relation between words and words. Under the guidance of this kind of learning method, students often have little effect. The understanding of vocabulary needs to take into account human cognitive factors, which is just one aspect of the lack of English vocabulary teaching in college. At the same time, the students also neglect the associative meaning of the words, so many college students can not use the vocabulary in the actual communication scene. In order to solve this problem, we need to introduce the theory of science into the vocabulary teaching of college English. And more and more researchers at home and abroad have realized the importance of conceptual metaphor to vocabulary teaching. The researchers at home and abroad have a long history of research on metaphor. In 1980, Lakoff and Johnson pointed out that metaphor is not only a language phenomenon that is a rhetorical device, but also a tool for human cognitive activities and thinking. In other words, metaphor should take into account human cognitive factors. The conceptual metaphor theory proposed by Lakoff and Johnson has a great impact on linguistics. The theory holds that people tend to recognize new and abstract things through specific things that they are familiar with. The concept of metaphor theory provides a new perspective for English vocabulary teaching. In 2016, the author has taught a public English course at the College of North Fine Arts, so the study selected two classes that the author has taught, a total of 94 non-English major students, as the research object of this study, The eight-week teaching experiment was carried out. The students of the 47 control group adopted the traditional teaching method, and the students in the experimental group used the method of metaphor. The experiment includes the pre-test, the teaching experiment, the post-test and the questionnaire. The data was analyzed after the end of the experiment. This study tries to verify the feasibility of college English vocabulary teaching based on conceptual metaphor theory, and then puts forward the following three assumptions: (1) College English learners have a metaphor ability, so it is feasible to apply the conceptual metaphor theory to the college English vocabulary teaching. (2) College English vocabulary teaching based on conceptual metaphor theory can improve the level of college English learners in terms of vocabulary memory and application. (3) College English vocabulary teaching based on conceptual metaphor theory can improve the conceptual metaphor ability of college English learners. Before the teaching experiment, the data obtained from the previous survey and the questionnaire show that most of the students in the experimental group and the control group have heard of the metaphor, and can recognize the simple metaphor in the understanding of the sentence; the scores of the two groups in the previous measurement are not much different. It can be seen that both groups have a conceptual metaphor and an equivalent level of English vocabulary. Therefore, it is feasible to apply conceptual metaphor to college vocabulary teaching. After the teaching experiment, the data obtained from the questionnaire show that most of the students in the experimental group have higher learning efficiency and interest in learning; most of the students in the experimental group have realized that the phenomenon of conceptual metaphor is very common in English, that is, the awareness of the metaphor is improved; They can identify and understand the conceptual metaphor in the English sentence more easily and can be used flexibly in the writing and in the oral language; most of the students in the experimental group think their English vocabulary is improved, and it is suggested to apply the conceptual metaphor to the college English vocabulary teaching. In addition, by comparing the scores of the experimental group and the control group before and after the test, it can be seen that, with respect to the control group, the experimental group has made great progress in the English vocabulary, and since both the pre-test and the post-measurement refer to the metaphor, The post-test scores of the experimental group were higher than that of the previous test. In summary, the teaching experiment confirmed the above three assumptions.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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